Skip to Content

Latino Christians Resources

Articles, Blogs, and News

How To Raise Minority Leaders

Watch DJ Chuang and Rudy Carrasco discuss issues surrounding minority leadership. Listen as they share about the state of Asian-American and Latino leadership and tell stories about their personal journeys in leadership including fears and obstacles they have overcome along the way.

Read more

Peer vs. parental influence in substance use among Hispanic and Anglo children and adolescents

Coombs, R.H., Paulson, M.J., & Richardson, M.A. (1991, February). Peer vs. parental influence in substance use among Hispanic and Anglo children and adolescents. Journal of Youth and Adolescence, 20(1), 73-88.

OVERVIEW

This study traded precision for validity and richness of detail. Because this study investigates illegal behaviors, efforts were made to ensure confidentiality; subjects were informed that no identifiable information would be shared with anyone outside the research team. Previous research involving drug users suggests that interactions with officials (e.g., government, school, and criminal justice agencies), include significant misrepresentation of drug use behavior.

AIM

This study investigated the relative influence of peers versus parents on the use of alcohol and other drugs among Anglo and Hispanic youth. It also researched the usefulness of interpersonal factors in predicting the level of risk for future substance use.

DESIGN

Hispanic and Anglo youth, ages 9-17, were interviewed. One parent of each of the participants was also interviewed. The youth were recruited informally at a number of locations where young people gather, primarily at a boys club in Ventura, California.

FINDINGS

The following results emerged from the interviews:

Importance of being accepted or liked by friends. 59% Of users and 63% of abstainers indicate that acceptance by friends is "very important."

Frequency of peer association. 55% Of users and 57% of abstainers get together with friends "about every day."

Frequency of discussing personal problems with friends. 24% Of users and 12% of abstainers discuss personal problems with friends "about every day."

Frequency of attending parties or other social events. 28% Of users and 13% of abstainers participate in "approximately one" social activity per week.

Proportion of youths’ friends who use marijuana. 79% Of abstainers and 42% of users have no friends who use marijuana. By contrast, 37% of users and only 3% of abstainers say that at least half of their friends use marijuana.

Who understands youth best? 67% Of abstainers and 40% of users feel better understood by their parents than their friends. Conversely, 43% of users and 21% of abstainers perceive their friends as more understanding.

Who influences youths’ behavior most? 79% Of abstainers and 63% of users say their parents influence them most, whereas 25% of users and 12% of abstainers indicate their friends as more influential.

Offers youths more respect? 83% Of abstainers and 73% of users perceive their parents as offering more respect.

Whose ideas are respected more when problems arise? When problems arise, 81% of abstainers and 51% of users respect the ideas of their parents more than the ideas of their friends.

Who do young people turn to when in trouble? 79% Of abstainers and 68% of users turn first to their parents in times of trouble, and then to siblings (abstainers: 11%; users: 14%).

What if parents object strongly to youths’ friends? 32% Of abstainers and 12% of users will stop seeing a disapproved friend; 51% of abstainers and 43% of users will see them less. 32% Of users and 11% of abstainers will openly continue to see them.

CONCLUSION

This study concludes that adolescents, regardless of drug use behavior, generally report stronger affiliations with their parents than with their peers. However, when comparing abstainers to users, the study shows that users are more strongly influenced by their peers than are abstainers.

CRITIQUE AND EVALUATION

This survey gave the impression of being more reliable than past reports because the results were more confidential, remaining in the hands of the research team. It was insightful to study who influences adolescents more—parents or peers.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. In your opinion, are drug-using youth, compared to abstainers, influenced more by their peers than by their parents? Why do you think this?
  2. What usually happens with a teenager when his or her parents disapprove of their friends?
  3. Who do most teenagers turn to when they are in trouble? Why?
  4. How can this information help you, as a youth worker? How can you be a meaningful influence in a drug user’s life? In an abstainer’s life?

IMPLICATIONS

This article is important, as it reveals that most teenagers are more influenced by their parents and seem to trust their parents more than anyone else. If this is the case, one may conclude that a teenager’s home situation is the best place to research to find out more about the teenager. The second group to study is the teenager’s group of friends.

Bum Jun Jeoung cCYS


How Google and Social Entrepreneurs Perpetuate the Digital Divide Among Nonprofits

google.pngIn the past 10 years, I have been working to address the digital divide, which is the gap between those who have access to and training with technology and those without. I serve as the Executive Director of TechMission, which runs the largest association of Black and Latino led nonprofits addressing the digital divide and manages UrbanMinistry.org, which is one of the most visited web portals of Black and Latino nonprofit leaders. During that time, I have seen many effective initiatives in addressing the digital divide. At the same time, I’ve seen many efforts that have been very well-intentioned, but in the end may have only made matters worse.

Read more

Psychological distress and alcohol use in hispanic adolescents

Alatorre, S. (1995, August). Psychological distress and alcohol use in hispanic adolescents. Journal of Youth and Adolescence, 24(4), 481-497.

OVERVIEW

Ethnic minority status has been considered a stressor for many cultural groups. For Hispanic adolescents, many sociocultural experiences related to acculturation process are perceived as stressful. Some problems related to acculturation include language use, intergroup relations, and family dynamics.

Alcohol use among Hispanics adolescents is at a higher level, possibly because they confront other stressful life events that are manifested in psychological and emotional distress.

According to Alcocer (1982):

Alcohol and other drug use is often used as a way of coping with conflicts in adapting to the norms and expectations of the dominant group and other difficult events and conditions that produce psychological distress.

The study presented in this article offers insight into the relationship between psychological distress and alcohol abuse in Hispanic adolescents. With better understanding, youth workers will be able to create appropriate and effective strategies of prevention and intervention with Hispanic adolescents.

METHOD

The study was conducted in a public school located in a low income neighborhood in Los Angeles, California. Eighty-seven percent of the population of this school was Hispanic. The sample consisted of 171 (88 boys and 83 girls) Hispanic adolescents, with a median age of 14 years. Thirty-nine of the respondents were born in the United States, 26% in Mexico, 20% in El Salvador, 8% in Guatemala, 2% in Nicaragua, and 5% in other Latin America countries.

RESULTS

Eighty-three percent in the sample had used alcohol during the past twelve months. Of those who reported using alcohol, 36% had used alcohol no more than two times in the past year; 25% drank alcohol about once a month; 19% drank alcohol about two times per month, and about 3% drank alcohol two or three times per week.

Forty-two percent in the sample reported not having friends who use alcohol, 46% reported that no more than four of their friends used alcohol, and 12% reported that five or more of their friends use alcohol.

The results indicate that alcohol use is positively associated with psychosocial stress, anxiety, and depression. In fact, the most commonly reported stressor in this study was, "I have seen students being treated unfairly because of their cultural background."

Females reported higher depression and anxiety levels, but less alcohol use than males.

The first generation of Hispanics in the U.S. reported higher levels of psychosocial stress than did second generation Hispanics. However, second generation Hispanics reported drinking more frequently and having more friends who drink.

CONCLUSION

It is necessary to examine more closely the processes associated with acculturation and psychosocial adjustment of Hispanic adolescents and to conduct other studies of Hispanic adolescents at different economic levels.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Do you notice a significant proportion of adolescent Hispanics using alcohol?
  2. Are you in an ethnic minority? Is this a factor of stress in your life? If you don’t belong to an ethnic minority, what stresses do you think members of ethnic minorities experience?
  3. Is a difference in alcohol use between Anglo-Saxon and Hispanic adolescents? Explain.
  4. Why might Hispanic male adolescents use more alcohol than Hispanic female adolescents?
  5. How can you help solve this problem?

IMPLICATIONS

  • The association between depression and alcohol use suggests that Hispanic adolescents are using alcohol as a coping mechanism.
  • It is necessary to create effective prevention and intervention programs for Hispanic adolescents who use alcohol.
  • More studies of Hispanic adolescent alcohol usage are needed.

Nora Garcia cCYS

My Mexican-American cultural identity

Garcia, N. (1997). My Mexican-American cultural identity. S. Hamilton, MA: Center for Youth Studies.

OVERVIEW

Born and raised in Ensenada, Baja California, I lived my childhood and adolescence in this city located 100 kilometers south of the U.S. border.

Today, Ensenada inhabits 250,000, but in my childhood this city was small, quiet, and serene; it was common to know everyone in the neighborhood. Going to the market, park, or any public place, there were always familiar faces. The entire city could be travelled in just minutes.

My culture instilled in me several norms that have guided my behavior throughout life. These cultural norms are reflected in my dress, expression of emotions, public behavior, and respect for elders.

SOCIAL SYSTEMS BETWEEN THE AGES OF 5 AND 12

I was born in a Catholic home, but before I was five, my parents became Protestant. After their conversion, I attended a rural evangelistic mission. I remember our church gatherings under the trees; we didn’t have a building as a temple. I became a Christian at age six, and have been active in the Church ever since.

In Mexico, family is of utmost importance. The value of family still lies deep within me. I am the younger of two siblings; my older brother, parents, and I were tightly united. We were each other’s world.

My parents strongly influenced the formation of my character. My father was the first to teach me importance of family. He told me, "The most important thing in life is to be together as a family." Also, my father taught me to love justice, and he instilled in me the values of equality of rights; pride for my country; and respect for the national symbols, like the national flag and national anthem. My mother taught me to be faithful and exhibited an excellent role as a woman in the Mexican society. My brother and I remain quite close. We always attended the same schools; I always felt confident at school, knowing that I had his protection.

School was important to me. My parents told me that primary responsibility at that age was to study. So I was a serious student and I always got the best grades. Teachers and classmates alike respected me. While I was a quiet and introverted child, my classmates chose me as president of my classroom.

I wasn’t popular at school and I only had a few friends. However, I was outstanding because of my good grades and participcation in school-sponsored artistic and civic festivals.

I knew that, because of my religion, I was different from most other children in my community. Mexican Protestants weren’t common. Almost all of the population was Catholic, and there were stereotypes about Protestants. The Catholics said that we, as Protestants, were influenced by the Anglo-Saxon culture. Yet, I was proud of my Mexican culture and identity. However, since I could not participate in the Mexican festivals and traditions with a Catholic background, I became confused and resented Anglo-Saxons for seizing some of my cultural heritage.

The media were not very influential in my childhood. When I was a little girl in Ensenada, we only had one local television channel. This local channel started in the afternoon and ended at night. At that time,there weren’t magazines for adolescents. For recreation, I frequented the movies and the park.

SOCIAL SYSTEMS FROM THE AGES OF 13 TO 17

 

During these years, my extended family played a very important role. The big celebrations in my extended family captured my attention. We often had family gatherings, attended by my grandmother, eleven aunts and uncles, and more than twenty-five grandchildren. I am one of the oldest grandchildren in my family, so my cousins respected me.

 

My aunts and uncles also showered me with love and approval because I was an excellent student. Our family reunions continued until late hours of the night. We had scrumptous meals and told jokes, and I recited poetry for the whole family.

 

School continued to be important to me, but I also became interested in extracurricular activities. I wanted to learn as much as possible, and I attended different training courses: I took piano; went to beauty and fashion design schools; did aerobic exercise; and learned ceramics, crafts, and typing.

 

Friends also became more essential. I spent hours talking to them. Every time we had a break from school, we all gathered at someone’s home. We rented and watched movie videos together. Our local television station now offered more channels and provided longer programming hours. Many television programs were geared to my age group. Soap operas became my daily viewing fare; soon I realized that my friends were watching the same soaps, and we spent time in school discussing the newest plot twists.

 

I developed more popularity in school, but I could never go to the parties of my Catholic friends. My female friends celebrated their Quinceaneras with dances, but I could not participate because Mexican Protestants do not dance; my Quinceanera involved no dancing.

 

Throughout these years, I maintained my activity at church. I always wanted Protestant friends with whom to share my Christian life, but there were none available. The delineation between Mexican Catholics and Protestants during my adolescence inhibited me from developing meaningful relationships of shared faith with young women of my own age. Today, as a youth worker, I see how important support systems are for youth; friends are crucial for an adolescent.

Nora Garcia cCYS

Ministry to Hispanic-Americans

Anguiano, S. (1997, March). Contextualized ministry to ethnic communities. A latin legacy. Ministry to Hispanic-Americans. Theology, News, and Notes, pp. 21-22.

OVERVIEW

Today, Latinos are the fastest growing ethnic minority in America. Hispanic children to comprise a majority in many public schools of Los Angeles. The Hispanic population is diverse; they converge in the U.S. from many different countries. However, there are cultural similiarities among most Latinos. For example, the cohesion in the nuclear family and the use of Spanish as primary language in the first and second generation families.

Although the Latino population enjoys preserving and celebrating its culture, even within the U.S., Latino and Anglo families need each other—especially in the church. In fact, adolescents of third generation Hispanics desire more diversity in the congregations. This yearning is more clearly understood through the words of the article’s author:

The third-generation family is usually English speaking—responding to the need to secure a place in the American culture. What is important to remember, however, is that while the mother language may be lost, the cultural norms of family organization and family values may not be lost.

U.S. churches are trying to serve Hispanic families by planting predominantly Hispanic churches. However, many Hispanics would rather assimilate into established congregations; they would feel more comfortable in a ethnically diverse congregation which better reflects a multicultural America.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. 1.Who are the third-generation Latino Americans that you know? How do they feel about this subject?
  2. If you are a Latino American, do you agree with the author’s suggestion that third generation Latino Americans want more diversity within the church? Explain.
  3. What can you learn from third-generation Hispanics?
  4. Would you like to see more ethnic diversity in your congregation? Explain.
  5. Are there other arenas in your life (schools, neighborhoods, malls, clubs, etc.) that are not ethnically mixed? Do you prefer it that way? Would you like it to be different? Why or why not?

IMPLICATION

It is very important that the Church supports and builds diversity in order to reach out to the adolescents of third generation Hispanics.

Nora Garcia cCYS

Latinos stand next in line, feeling, even acting, invisible

Rodriguez, C. (1999, June 27). Latinos stand next in line, feeling, even acting, invisible. The Boston Globe, p. F4.

OVERVIEW

The author describes talking to two strangers in a pet store. The town is a "bland, unassuming city far from bigger cities." When one of the three commands her dog, "Sientate" (Sit), they discover, to their surprise, that they are all Latinas. The woman, who looks Middle-Eastern, is Domincana, and the other gentleman is a dark-skinned Puertorriqueño. She herself is apparently very light skinned.

Consider these perspectives, as shared by several Latinos:

Because Latinos come in every shade imaginable, sometimes even we have trouble distinguishing our own. So we blend in.

Sometimes I wonder if our blending in keeps people from realizing how large the Latino community is. Light-skinned Latinos are sometimes mistaken for white. And dark-skinned Latinos are often taken for black.

In some cities like New York, Chicago, and Los Angeles, the author explains minority means "black, Latino, Asian, Native American." In other places like Boston minority seems to mean only black.

Not that blacks have all that much of a voice in this city, either. But Latinos? We’re not even on the radar. Why are there just two or three Latino reporters on the local TV news stations? Why do many bookstores in Boston have such small sections on Latino studies? Why do supermarkets stock so little of our food, often squeezed in a corner, right next to the tiny Asian section? Whey aren’t there more restaurants serving our food? It’s as if we don’t exist.

The problem, according to this writer, is a lack of political voice. Latinos are the largest minority in the state, yet they have only three Latino state legislators. Boston has no Latino representation on the city council, although Latinos make up 13% of its population. Rodriguez concludes:

Whether we are talking about Latino power across the United States, or just in Boston, we need to make it known that America has changed. It’s no longer black and white.

That’s going to cause friction. That’s because people in power are not going to want to want to move over. They’ll gerrymander district lines into figure-eights to keep their seats. Whites will try to force blacks to share with Latinos the few electoral seats they’ve struggled to get.

That means that Latinos, along with our African-American brothers and sisters, have to strategize, to find ways to break into the circles of power. Our voices are going to rise.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. How would a discussion of this article go in your place of work, schooling, or faith? What different viewpoints would be represented in the discussion?
  2. How do you react to this article? How would you respond to this writer?
  3. Do you think Latinos are raising their voices and making their point more in music than in any other way? What are these voices saying?

IMPLICATIONS

  • Most of America’s attempt to reconcile and unify itself racially has been focused on black and white. Other groups feel the discrimination, but have not been given comparable attention.
  • The strategy of discrimination is to marginalize and silence disadvantaged groups.
  • Music has given voice to blacks generally and more recently to young black men. In the past few years a strong voice of Latin music has crossed over and gone mainstream. Fortunately, it is the voice of fusion of many diverse cultures (see Topic Discussion on Latin Music). Although as the author above points out, political strategy and work must be done, the musical coming together is a hopeful sign.

Dean Borgman cCYS

Hispanic American culture

Reid, A.J. (1998). Hispanic American culture. S. Hamilton, MA: Center for Youth Studies.

OVERVIEW

Who are these Hispanic Americans who live and walk among us and who early in the next century will constitute the largest minority in the U.S.?

The growing proportion of Hispanics in the U.S. population constitutes one of the most dramatic demographic shifts in American history. The number of Hispanics is increasing almost four times as fast as the rest of the population, and they are expected to surpass African Americans as the largest minority group by 2005. It is projected that nearly 1 of 4 Americans will be Hispanic by the year 2050, up from 1 in 9 today. Yet other American often have no clear idea of just who these 29 million people are. (Robinson, L. (1998). Hispanics don’t exist.)

Some, especially those on the West Coast, prefer to be called Latinos, a term that points to their Latin roots and it is the one used in Latin America. On the East Coast the term, Hispanics is most commonly used, and it points to their Spanish roots. For practical reasons, both terms will be used interchangeably.

The term "Hispanic" is used to refer to people who come (or whose ancestors came) from about two dozen different countries and ethnic backgrounds. There are three main root streams that converged to bring forth the cultural heritage of Hispanics. Each brings with it its own cultural richness and uniqueness: European (mainly Spanish), Amerindian, and African. Most derive from a combination of Spanish and Indian, but in the Caribbean, most come from Spanish and African cultures, and Indian in some cases.

Though there is much cultural diversity among Hispanics, there are also commonalities that identify them as a people. Among such traits include their passion, personalism, sense of community, fiesta, and sense of family. (Villafane, E. Seek the peace of the city.)

Latinos are a highly urbanized people, concentrated in the largest cities of America. One million or more live in each of the metropolitan areas of New York, Chicago, and Los Angeles. Demographers also take note that every major city has a sizable community of Latinos.

According to the Census Bureau, between 1980 and 1990, Hispanics increased fifty-three percent, reaching to 22.4 million. Presently, there are approximately 30.6 million Latinos and it is projected that by the year 2010, they will reach 43 million, becoming the largest minority group in the U.S.

The socio-economic condition of most Latinos is grim, according to vital statistics. The Census Bureau shows that in 1995, median household income rose for every other American ethnic and racial group, but for the nation’s 27 million Latinos, it dropped 5.1 percent.

Generalizations are often of limited use since the Hispanic population ranges from prosperous Cubans to Puerto Ricans, the nation’s poorest ethnic group. A growing group of scholars who study America’s Latinos has named the following among such factors inhibiting Latino income (Villafane, E. Salsa Christianity):

  • Structural changes in the economy that has drastically reduced well-paid, blue-collar jobs.
  • The failure of educational institutions to retain Latino students and provide them with a marketable education, resulting in a widening gap in graduation rates from both high school and college. Latinos have—by far—the highest high-school dropout rate of any group in the nation. The following dismal portrait of Latino educational status was presented in an article in "Hispanics in the United States":

For every 100 Latino children who enter Kindergarten:

  • 55 graduate from high school
  • 25 enter college
  • 7 graduate
  • 4 enter graduate school
  • 2 finish
Discrimination among employers who see Latino immigrants, particularly those who speak poor English, as disposable workers.

Though the number of Hispanics who have climbed the economic ladder is ever increasing, for many this land of opportunities have offered them not the "American Dream," but the "American Nightmare," suggests Arturo Vargas, head of The National Association of Latino Elected Officials.

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. As a Hispanic reader, what would you add to this article?
  2. If you are not Hispanic, what are your contacts with Hispanics?
  3. What most impresses you in reading this article?

IMPLICATIONS

  • Hispanics have made great contributions to the American culture, among these is its language. In the United States, Spanish is the second most common language, and there is an ever increasing demand for its mastery.
  • The ever increasing number of Hispanics in the United States constitutes a great challenge to all. Educational institutions, churches, and youth programs need to respond to the needs of the Hispanic community.
  • It is important to also recognize that Hispanics are great assets. Institutions must include and follow their leadership in order to remain relevant.

Ana Jerez Reid cCYS

Hispanics offer rich culture to cities

Associated Press. (1998, April 26). Latino population growing rapidly: Hispanics offer rich culture to cities. The Daily Oklahoman, p. 30.

OVERVIEW

Salsa is America’s top condiment. The Macarena has just finished sweeping through the nation’s dance clubs. Burritos and tacos can be eaten in restaurants within a mile of anywhere. More and more communities are celebrating Cinco de Mayo. Neil Foley, the associate director of the Center for Mexican-American Studies at the University of Texas, explains, " ‘Hispanics are reconquering the United States with the culture, their language, their food and with sheer force of numbers.’ "

Note these facts about Hispanics living in America, compiled by the U.S. Census Bureau and Rodriguez Communications, a California-based Hispanic marketing company:

  • The U.S. Hispanic population ranks as the fifth-largest in the world, behind Mexico, Spain, Colombia, and Argentina.
  • There are more than 7.6 million Hispanic households in the U.S., averaging 3.6 people per household.
  • In 1995, 74%of U.S. Hispanics resided in five states: California, Texas, New York, Florida, and Illinois.
  • 77% of Hispanics living in the U.S. were born abroad, and 44% have lived in the U.S. 10 years or less.
  • 58% of Hispanics over age 18 are employed full-time.
  • 6.6% of Hispanics over age 18 are unemployed.
  • 31% of all Hispanic households send money to relatives in their country of origin.
  • The buying power of the U.S. Hispanic market is more than $228 billion, and the three markets with the greatest buying power are Los Angeles, New York, and Miami, Fla.
  • The average household income for Hispanics increased from $14,712 in 1980 to $29,500 in 1996.

The U.S. Census Bureau estimates that "Hispanics will become the nation’s largest minority by 2005, growing…to 36 million." Additionally, "From 1995 to 2025 Hispanic growth will account for 44 percent of the nation’s population growth."

The Hispanic population is stretching beyond its border hubs. Consider Portland, Oregon. While its population is currently 92% white, Oregon’s Hispanic population is growing four times faster than the general population. Among its 3 million residents, the state is home to 150,000 Hispanics. One-third of these people live in the Portland area. The Cinco de Mayo celebration is "one of the largest festivals in town, rising in attendance from 200 in 1985 to about 200,000 last year."

In Portland’s suburbs, the rise in the Hispanic population is more visible. One east suburb, Gresham, is home to "hundreds of migrant farm workers." Spanish-language services are offered at a local Baptist church—which also provides weekly English classes. However, many Mexicans living in the area feel uncomfortable. Ricardo Diaz, a 17-year-old who previously lived in Los Angeles, asserts that " ‘There’s a lot of racism up here…People look at you like you’re going to rob them. They lock the door when you stop at a stoplight.’ " At Marshall High, Diaz is one of 92 Hispanic students. This figure represents a 35% increase in the Hispanic student population over the past two years. Throughout the Portland district, 3,300 Hispanic children are enrolled in school, a 71% increase since 1980. Also, teen pregnancies, drug and gang activities, and dropouts are becoming more prevalent.

Throughout the community and government, Hispanic representation is scant. However, Portland residents believe "that as their community grows, their neighbors will be more neighborly." Says Johnny Gonzales, an apartment complex maintenance supervisor, " ‘…I think it’s all going to turn out great. Once you get to meet a Hispanic…you find out we’re not any different. We’re not just a bunch of siesta or drinking-and-wanting-to-fight people. There’s a life behind it.’ "

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What is the Hispanic population where you live? How does this population affect the trends of the local youth culture?
  2. Have you witnessed instances of racism toward Hispanic youth? Has the number of these incidents increased or decreased over the years? How do you handle such situations?
  3. How can youth workers work with students of different ethnic origins?
  4. Can a youth worker be relevant to a young person of a different heritage? How?
  5. How does a youth worker attempt to bring together young people of different backgrounds? Is this the youth worker’s responsibility?
  6. How does a youth worker serve a family of a student from a different culture or ethnicity?

IMPLICATIONS

  • The Hispanic population is growing—throughout and across the U.S.
  • It is important for youth workers to learn about the Hispanic population. Remember that while there are some similarities throughout many Hispanic cultures, there are differences between specific countries of origin. Respect the uniqueness of the cultures.
  • Brainstorm ways to bridge young people of diverse ethnicities. Many ethnic populations in the U.S. are increasing.
  • Just as you are a student of the youth culture, be a student of Hispanic culture. Generally, Hispanic students will appreciate your interest in their background and ethnic traditions.
  • Poverty is indeed a problem among many Hispanics. Language barriers are also challenging to work through.
  • For numerous and obvious reasons, Hispanic youth living in America need the love and guidance of youth workers.

Kathryn Q. Powers cCYS

Podcasts

Latinos in Ministry Podcast

TechMission's UrbanMinistry.org and its partners offer talks on Latinos in ministry.

MP3:      Podcast    RSS Feed

Volunteer Opportunities: Latino Christians

Title Organization Name City, State/Country
short term missionary Personal Computers for Children, Inc.
Managua, FL
Nicaragua
Volunteer Abroad Missions China Yantai Teaching English Cultural Immersion www.abroaderview.org A Broader View Volunteers Corp
Yantai
China
DR-ESL Teacher Island Impact Ministries
Coram, NY
United States
Camp for the Troubled Youth in Asia International Missions Association
Flushing, NY
United States
Kenya Mission Team 2009 Kenya Medical Outreach, Inc.
Narok
Kenya
Volunteer Abroad in China Yantai Teaching English Cultural Immersion www.abroaderview.org A Broader View Volunteers Corp
Yantai, PA
China
Mission to China Sowers International
Beijing
China
English-Spanish Interpreter Hillside Missions Organization
Matachi
Mexico
Cambodia Volunteer Program Global Volunteer Network
Lower Hutt
New Zealand
China Urban Volunteer Program Global Volunteer Network
Lower Hutt
New Zealand
Postal Code

Audio: Latino Christians

Books: Latino Christians