A Culturally Syntonic Approach to the Field Education of Latino Students

Abstract

Field education is conceived of as a form of experiential learning. However, during that professional developmental process, ethnic minority students often experience cultural conflicts between their developing professional identities and their ethnic identity. Thus, the relationship between the student trainee and field work instructor is a crucial one. This article examines the components of the training process as well as the dynamics of the field instructor—Latino student trainee relationship in the context of the challenges both instructors and Latino students face in education. Challenges involve definition of the Latino social worker's role, degree of identification with the Latino culture, the other roles students play, and an understanding of the importance of family in the Latino culture. Culturally relevant instructional models are presented.