Hispanic-Americans: Cultural Reporter Project

Hispanic-Americans

An in-depth look at Hispanic-Americans, their culture, and communication.

“Culture has been defined in many ways—from a pattern of perceptions that influence communication to a site of contestation and conflict,” (Martin & Nakayma, 2013, p. 88). From an interpretive perspective on defining culture, culture is learned and shared, involves contextual, symbolic meanings, and involves emotion. Culture influences communication, while communication reinforces culture (Martin & Nakayma, 2013). I decided to see how this idea applies to Hispanic Americans due to my interest in an amazing friend, as well as the culture that is so rich and vibrant.

               First, a “Hispanic-American” usually refers to one who originates from a Spanish-speaking, Latin

country, such as Mexico, some Caribbean countries, as well as Central and South America (“Explore Hispanic culture,” 2012). In fact, the term “Hispanic-American” was created by the U.S. government in 1970 to identify people in a census of Latin-American descent (“Explore Hispanic culture,” 2012). Hispanic-Americans are a prime example of a migrant group. They came to America looking for a better life: better government, better work, better pay, and better schools. “Most believe life is better in the United States. Close to six-in-ten (57%) say that people who move from Mexico enjoy a better life in the U.S., up from 51% in 2007. And the vast majority of those who are in regular contact with friends and relatives living in the U.S. say those friends and relatives have largely achieved their goals”  ("Most Mexicans see," 2009).

Without any prior research, many can easily describe the Hispanic-American culture as revolving

around food, family, music, language, and religion. However, I did not want to assume this general knowledge of the culture and consider my investigation to be over. I wanted to truly unveil what it meant to be a Hispanic-American through extensive research and interviews of those in the culture. I wanted to know the ins and outs- what they love to eat, their favorite hobbies, and what they love about their home countries, as well as how that compares to America. I decided to study the continuous cultural adaptation process of a Hispanic-American by researching whether Hispanic-Americans feel that their migration was on a voluntary or involuntary basis, as well as researching how they integrate their two cultural identities of being a Hispanic and being an American. I chose to conduct extensive research into various blogs written by Hispanics and other credible websites to be able to effectively communicate the culture of a Hispanic-American. I also interviewed three individuals (Marcela Lopez, Genesis Garcia, and David Maldonado), as well as a group of English as a Second Language students at Central Community College in Hastings.

Through my research, I found that Hispanic-Americans are a people of storytelling, passing their culture down from generation to generation, learning and sharing with one another what it means to be a Hispanic-American. Families play an important role in a Hispanic-American’s life, in that they learn their culture through them. Parents, grandparents, aunts, uncles, brothers, and sisters all have an impact by sharing traditional food recipes, passing down classic Hispanic folklore from home-countries, teaching them of traditional dance and celebrations, as well as modern twists on such events, as well as impacting how they practice their religion (Rivera & Rogers, 1997).

They not only value tangible items in their culture, but they value the symbolic meaning within their

everyday lives. While they value the tangible elements of food (beans, rice, corn, plantains, etc.), they also value specific intangible colors one wears or has within the home as each color represents a different emotion. For example, I found that Hispanics use black for funerals (as do many other cultures) and carry "luto," which is a time when we dress in black after the person we love dies (“What Is Hispanic,” 2013). The Hispanic culture also adores music and dancing, and many could probably teach anyone about the bachata, merengue, and salsa dance.       

Regarding their emotions and social behavior, I read that Hispanics highly value life, pets, religion and how it influences life, family values, and overall emotion. In the Hispanic culture, it is considered to be a common trait for everyone to be sensitive, including the men, which is different than the U.S. While studying this culture, I may also notice other social behaviors such as lack of risk-taking. This is a possible dominant trait due to how much the Hispanic community values family and views child-rearing as their top priority (“What is Hispanic,” 2013).

Hispanic-Americans have gone through a transitional phase into U.S. culture. Whether it has been over the last century, last ten years, or last six months, the cultural group is always adapting to their new homeland to which they immigrated. While they hold Latino traditions close to their hearts, they do embrace all that the United States is giving them, hence, why the cultural group is called “Hispanic-Americans.” Hispanic-Americans are clear representations of what it means to have a multicultural identity, “a sense of in-betweenness that develops as a result of frequent or multiple cultural border crossings” (Martin & Nakayama, 2013).  Many of the Hispanic-Americans I know have grown up in Nebraska or surrounding states but have close ties to family members who may still be living in Mexico or other Hispanic countries. They may feel torn as to what is expected of cultural norms because they are on the line between two. While the multicultural group may not be “living on the border” physically, they certainly may be psychologically. There is a strong integration of Latino culture with the traditional “white” norms of the United States to which Hispanic-Americans conform.  While many Hispanic-Americans engage in popular activities in our culture, such as style of dress, music, and hobbies (sports, extra-curricular activities, etc.), they may have their culturally traditional ideas about religion, family and societal structures, and other customs from their country of origin or their parents’ country of origin. Not only does research from my texts emphasize these ideas, so did the interviews I conducted with the Hispanic Americans.

               Overall, I concluded that the majority of Hispanic-Americans that are my age integrate or are still in the process of learning how to integrate U.S. culture with their Hispanic culture rather than assimilating, separating, or segregating. As I said, I interviewed three Hispanic-American UNL students and Central Community College ESL students.

             

When I interviewed David Maldonado, an immigrant from El Salvador, he discussed some of the struggles he and his family have endured. “Growing up in small town America where the majority of people were white and didn’t really know much about other cultures other than their own. I faced some racism in elementary and Jr. High School,” said Maldonado. He went on to explain that he overcame racism at an early age. He said that he could either get offended and be outnumbered by his peers, or make jokes about it and be funny and not care. In a way, this statement made me think that he sort of wanted to separate himself from his original culture; however, it also emphasizes the idea of integration by being able to not take himself so seriously, yet still maintain who he is inside. David explained that he has had to see many of his family and friends who have come here illegally be caught and deported, which really tears his family apart (Maldonado, 2013).

               I also interviewed Genesis Garcia, a friend and member of the Diversity Enhancement Club here at the University of Nebraska at Lincoln. Genesis was born in Washington State; however, her family immigrated to the United States from Mexico to have a better life. Genesis explained that you do not get the same kinds of opportunities in Mexico as you can here in the U.S. She explained when and why her family came to the United States:

Parents moved here around in the 80s. My dad came to the U.S. when he was sixteen and went into the military when he was twenty and served for twenty years. My mom finished her college education in Mexico than moved here to the U.S. when she married my dad. Their main goal was to work and provide things they didn’t get to have. They wanted to get everything for my siblings and me. One major thing they really wanted us is to get a college education and get a degree.

Genesis, too, described some of the hardships that she and members of the Diversity Enhancement

Team have gone through. She said it has just been frustrating to have people look at her and assume that she cannot speak English or does not have an education, which is a Mexican or Hispanic stereotype. “Sometimes I will go to the store, and the employee will ask me if I speak English. In Kindergarten, the school administrators put me in ESL and assume I didn’t speak English. At that time, I didn’t know a single word and had any knowledge about Spanish. English was my first language and only language.” Genesis went on to explain that while she embraces many traditions of her Mexican culture like food, music, and dancing, she mainly identifies with being American (Garcia, 2013).

               When I interviewed the ESL students, many could not speak fluent English; however, it was clear that all of them had a common theme: many came here illegally but all for a better life. While the idea of an illegal immigrant is wrong, I cannot blame them for wanting to cross the border for more job opportunities and a better education. One student said, “I am excited to be an American and act like an American.” Their enthusiasm for our language, food, and other customs is clearly shown (CCC ESL Students, 2013).

              

Finally, I interviewed Marcela Lopez, a beautiful twenty-one year old originally from California. Her parents emigrated here from El Salvador to work and send money back home to Marcela’s grandparents. Marcela explained that her parents did not want to raise or start a family in El Salvador because of the war that was currently happening in their country. They wanted to live the American Dream and give their future children the chance of getting an education and furthering themselves in this country (much like Genesis’s family). Marcela went on to explain that they wanted to have the opportunity to give Marcela and her siblings the life they always dreamed of. When asked about what kind of prejudice she has faced she said:

I feel like the most prejudice I’ve faced was when I was a younger girl which is pretty sad. I don’t really experience it as much anymore because I’m sure people know that I sure would put them in their spot in a matter of a second. When I was younger and wanted to participate in extra-curricular activities I was always the only Latina and I would get made fun of and some mothers wouldn’t let me hang out with their daughters. I recall once walking into Claire’s [an accessory store] with my younger sister and getting accused of stealing as well. Another thing that I always live with is people constantly doubting my success. People always expected me to get pregnant in high school and never pursue a higher education or even graduate from high school. Growing up I always felt like I had to prove myself to everyone, but here I am a senior at UNL pursuing a degree setting an example to all those younger Latina’s that we can do it too!

I went on to ask Marcela about some of her traditional El Salvadorian traditions, including food, hobbies, music, etc. Traditional foods include pupusas, panes con pavo, and empanadas de platanos, platanos fritos, frijoles con queso y crema, which all sound absolutely delicious. Her favorite forms of Hispanic music include bachata, nortenas, banda, and pop. Marcela also described some traditions that are practiced regularly in El Salvadorian culture that may not be practiced as much here in the U.S.

We celebrate Christmas on Christmas Eve and wait till midnight to open our gifts because that is the moment baby Jesus was born. When a girl turns 15 they have a Quincenera, which is a huge celebration. It’s the day a young girl “turns” into a young woman. The entire family gathers together and parents start planning this party a whole year ahead of time, it’s a big deal. It can easily compare to a party as big as a wedding (Lopez, 2013).

In conclusion, I learned that when migrants come to another culture, they are very eager to adapt and

integrate the culture from which they came with the culture they wish to be a part of. From my interview with the newly migrated ESL students, it was clear just how excited they were to learn more about the United States and become an American. From my interviews with Marcela, David, and Genesis, I was able to see that they call America home first, without a question; however, they hold traditions very near and dear to their hearts. Though my research indicates that Hispanic-Americans are trying to integrate their two cultures, it is clear that barrier walls need to be broken down. If we as a society learn to communicate with different cultural groups other than our own, we may be able to find peace. Some of Hispanic-Americans biggest frustrations are that people who are not Hispanic simply assume a stereotype upon them. As David Maldonado said, “It is so frustrating that people automatically assume that you are Mexican when they see a different race and associate bad stereotypes automatically. It makes communicating nearly impossible” (Maldonado, 2013). Intercultural communication needs to be enhanced by attempting to rid our minds of stereotypes. Yes, it is inevitable that we know of stereotypes; however, we must do our best to overcome them. Both immigrants AND existing citizens need to do their best to integrate cultures. Non-immigrants could learn a lot from those who come from other countries including El Salvador or Mexico! We could learn about tasty recipes, new styles of dancing, exciting party ideas, and even a new language! The more we learn and know the better we are as a whole society. My advice to those who are immigrating or have immigrated, don’t be afraid to be true to yourself and to find clubs such as the Diversity Enhancement Team that make you the best you! And for all of those who have never immigrated, remember that we are all humans, and everyone can learn something from someone new. I would hope that campuses across the United States continue to grow in being more open to students of different racial, ethnic, and religious backgrounds. If we as a society would stop assuming and start learning, intercultural communication could be at an amazing high!

References

(2009). Most Mexicans see better life in U.S. - one-in-three would migrate. Pew Research Global Attitudes Project, Retrieved October 28, 2013, fromhttp://www.pewglobal.org/2009/09/23/most-mexicans-see-better-life-in-us-one-in-three-would-migrate/.

(2013). What is Hispanic culture? What is means to you being Hispanic. Hispanic Culture, Retrieved September 26, 2013, from http://www.hispanic-culture-online.com/what-is-hispanic.html.

Explore Hispanic culture. (2012). Retrieved September 21, 2013, from http://www.explore-hispanic-culture.com/hispanic-culture.html.

CCC ESL Students. (2013, November 25). Interview by R. Halbmaier. Intercultural communication: Ccc esl students.

Garcia, G. (2013, November 2). Interview by R. Halbmaier. Intercultural communication: Genesis Garcia.

Lopez, M. (2013, October 29). Interview by R. Halbmaier. Intercultural communication: Marcela Lopez.

Maldonado, D. (2013, November 14). Interview by R. Halbmaier. Intercultural communication: David Maldonado.

Martin, J.N.& Nakayama, T.K. (2013). Intercultural Communication in Contexts. (6th ed). New York, NY: McGraw Hill.

Rivera, B. D., & Rogers-Adkinson. D. (1997) Culturally sensitive interventions: Social skills training with children and parents from culturally and linguistically diverse backgrounds. Intervention in School and Clinic. 33(2), 75-80.