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Developing Culturally Appropriate Programs for Latino Youth

• Learn about your community, the background of the families and who the formal and informal community leaders are. Identify community partners who can assist with your entry into the community.
  
  
• Before developing programs, ask the Latino community (adults and youth) what their needs and interests are. Be aware that youth may not be as vocal if asked in a gathering that also includes adults. Find a way to assess youth interests separately.
  
  
• Establish an advisory group for the program made up of Latino community members. Call on them regularly to evaluate the program and to make suggestions for needed changes.
  
  
• Provide opportunities for youth to be involved in the design and evaluation of programs. They need to take ownership and feel pride in their participation.
  
  
• Target programs specifically to Latinos. This does not mean others may not attend, but the emphasis should be on making the environment reflective of the Latino experience. For instance, at a family activity night play Latino music, offer Latino food, and have staff available who can speak Spanish.
  
  
• Proceed slowly, thoughtfully, and incrementally. Don't attempt too much at one time.
  
  
• Build relationships with youth based on respect, acceptance, caring, and trust. Do not be judgmental. Preaching techniques don't work.
  
  
• Expect family involvement. The Latino culture is family focused and activities that involve both parents and children are popular. Even when programming only involves youth, parents want and expect opportunities for learning about what is happening in the program along the way, not just at the beginning and end of a program.
  
  
• Programs must provide an opportunity for active participation.
  
  
• Don't assume all programs are transferable. A program designed for Anglo youth won't necessarily work with Latino youth.
  
  
• Families and youth respond best to an invitation to participate if it is presented personally. The use of flyers, posters, and announcements yields limited response.
  
  
• The importance of having program materials available in Spanish depends on the literacy level of participants in both Spanish and English. It is more important for program content to be culturally relevant.

These observations are drawn from experiences accumulated in planning and implementing the Oregon Outreach Project.