Developing Skills and Expertise to Program in Latino Communities Using Satellite Technology

In September 1995, approximately 200 Extension faculty and staff participated in a training progam to increase their skills and confidence in programming in Latino communities. The program was funded by college administration and a Strengthen Our Capacity to Care Staff Development Grant from the U.S. Department of Agriculture (USDA). Participants attending included county Extension staff, University Extension faculty and staff, Expanded Food and Nutrition Education Program (EFNEP) staff, and Extension volunteers and board members.

The objectives of the in-service were to: identify aspects of the Latino culture that influence programming; obtain programming resources; share programming ideas; and experience the culture.

The agenda combined regional site activities and satellite programming. At local sites, participants experienced the culture through food, music, discussions with local Latino/Hispanic community members, and hands-on exploration of resources. During the satellite portion of the program, demographic issues and concerns relevant to programming were discussed and a panel of experts shared their perspectives on the Latino culture. In addition, increasing involvement of Latino/Hispanic volunteers was addressed and programming resources were identified. County Extension staff shared, both locally and on the satellite portion, successful programs already being conducted in Latino communities.

In Pennsylvania, the Latino population doubled between 1980 and 1990. The three-member panel shared information about the culture and skills needed to work in Latino communities. The key points the panel presented about the culture were:

• The Latin culture is not a homogeneous one (even the panel was diverse, representing Puerto Rican, Honduran, and Tex-Mex culture). Educators should learn specifics about the audience in each locale.

• Spanish language and religious ties link Latino people; however, political and national history, level of acculturation in the United States, and some cultural routines differ among Latinos.

  The panel recommended some programming strategies when working in Latino communities:

• Allow for multiple face-to-face meetings to establish rapport with families before working on a mutually-selected agenda. Relationships develop more quickly when introduced by an already respected community leader.

• Welcome the extended family to educational programs.

• Promote programs through people-to-people contact rather than flyers or press releases.

• When working with a transitory population, ask current volunteers to recruit their replacements. Make tasks short-term and concrete.

• Build trust by committing to work long-term in the community and by responding to advice and requests consistently.

The panelists stressed, "Never base your understanding on what you see in the media." Finally, they emphasized that having bi-lingual, bi-cultural people employed in an organization provides opportunities for on-going, informal training and communicates a greater level of commitment to the local Latino communities' needs.

At the end of the conference, carbonless paper was used to obtain program evaluation information in the form of an action plan. This technique allowed the participants to provide feedback to the planning committee, yet retain a copy of their plan for future consultation and direct input for modifying personal job objectives. Participants were asked to indicate two aspects of the Latino culture that they had learned about and what program changes they planned to make to address these cultural aspects.

Additionally, participants identified next steps necessary to enhance Cooperative Extension's relationship with local Latino -serving agencies and community leaders. Also, participants identified new ideas that they would include in their personal job objectives.

Finally, participants rated their ability to provide educational programs in Latino communities before and after the conference. A 50% response rate was obtained. Distance education technologies and on-site activities helped participants examine attitudes as well as programs. A synopsis of the findings follow:

Aspects of Latino culture

• Importance of holistic family approach
• Trust and respect
• Male role
• Value on cultural heritage
• Varied background of Latinos

Program changes and changes in Plan of Work

• Involvement of family members in program
• Take time to develop relationships first
• Spend time in community getting to know key contacts
• Flexibility in program to adapt to cultural values
• Recruit volunteers
• Seek funding resources
• Allocate more time to make program changes
• Explore community needs

Confidence in programming in Latino communities

• Using a pre-and post-confidence scale indicator ranging from 1-7, paired results indicate an overall average increase of 1.8 levels of confidence in ability to program in Latino communities.