This is a major mistake.

Hispanic students, like all multilingual learners, deserve to be recognized and valued year-round. There are in U.S. public schools, making up more than 10% of the student population — and . If states and districts are serious about recognizing and honoring Hispanic heritage, they must consider the content and instruction they put in front of students every day. And specifically, how their instructional materials integrate and celebrate multilingual learners’ culture and languages.

For many students, culture and language are completely intertwined. Language isn’t just a form of communication; it’s a vital link to their heritage. Unfortunately, language loss across generations has been quite common in the U.S. Even states with large Latino populations, like California, Texas, and New Mexico, have experienced some erosion as each generation conforms to an English-dominant society.

Multilingual learners often have to negotiate a delicate balance between embracing cultural pride and bowing to societal pressures. School is still seen by many of these students and families as a place where they are supposed to put aside their home languages in exchange for learning “better” English. Unfortunately, many states and districts — including those with high multilingual learner populations — utilize curricula that support this perception by ignoring diversity in language and culture.

This perception must change. that students who feel connected to their cultural identity are more likely to be motivated in school, develop higher self-esteem and graduate at higher rates than those who don’t. That’s because when students see their languages and cultures reflected in their learning materials, it fosters a sense of belonging and validates their experiences. 

Schools should be places that acknowledge, respect or even build on their students’ home languages for greater learning. ; speaking more than one language has shown positive effects on cognitive brain function and . And as early as first grade, bilingual students have monolingual students in mathematical reasoning and problem-solving, as well as on math tests. 

The collective failure of schools to truly honor the home languages of multilingual learners doesn’t just devalue their heritage, it keeps them from reaching their full potential. Schools also miss out on the opportunity to introduce all students to the diverse perspectives and cultures that speakers of other languages bring to the table. that when students have those experiences, they develop greater tolerance for differences as well as an understanding and appreciation of other cultures.

A revealed that 70% of teachers do not feel prepared to teach multilingual learners. Additionally, a staggering 80% reported that their instructional materials don’t do enough to improve outcomes for multilingual learners.

Without the proper , even the most dedicated teachers are placed in an impossible situation as they struggle to provide the instruction their multilingual students deserve. Given that, it’s not surprising that many teachers spend time developing their own materials. By implementing curricula that are designed to support multilingual learners, districts can help educators spend more time doing what they do best: helping students grow. 

For both teachers and students, education should be about more than just surviving the school year. It should be about thriving academically, socially and culturally. For too long, multilingual learners have been denied the opportunities they need to succeed. Every student — regardless of home language or background — will have a greater chance to succeed in school and retain their heritage for generations to come if they have access to thoughtfully implementing inclusive curricula. Schools must give teachers the instructional materials that actually maximize their students’ bilingual superpower, and commit to honoring the languages and cultures of Hispanic students, and all multilingual learners, year-round.

I was lucky. Education was highly valued in my family, and several of my siblings also gravitated toward science, technology, engineering and math careers. But many other children from Hispanic families aren’t as fortunate. They suffer from low academic expectations and/or a lack of role models in STEM-related jobs. 

, Hispanic adults make up 17% of the U.S. labor force but just 8% of those working in STEM careers. Many Hispanic children aren’t even aware of the possibilities that exist within the STEM fields.

As technology plays an increasingly important role in Americans’ daily lives, STEM is a fundamental driver of economic success. Beyond that, learning about STEM topics prepares students to thrive in any career. It helps them see the world differently and become highly adept at solving problems and thinking critically. For these reasons and many more, it’s essential that all students — and especially those of color — receive a high-quality STEM education and learn about career options in these critical fields.

Here are five ways that schools, communities and families can deliver on this promise.

First, invest in strong STEM programming in schools. While all students deserve access to rigorous STEM instruction, children of color and those who live in poorer communities often lack access to key learning opportunities and resources, such as robotics and computer science, advanced science classes in high school, even hands-on experiments and other basic science and technology exposure in elementary school. To address these gaps, school districts can prioritize STEM education and invest in high-quality professional development to ensure that teachers feel qualified to teach science in engaging and practical ways that adequately prepare students for future careers.

Educators can promote organizations such as and the , which offer valuable resources for Hispanic STEM students seeking to connect with peers and expand their knowledge in the field. Families and other community members can advocate for stronger investment in STEM programming in their schools by seeking partnerships with local businesses and organizations, including STEM-focused clubs, workshops, seminars and competitions to enhance resources and opportunities.

Second, they can expose students to STEM career pathways beginning at a young age. Children can’t aspire to careers they don’t know about: They might understand what a computer programmer does, but what about a video game designer? A cybersecurity analyst? A chemist who studies how odor molecules can be used to make perfumes? A sound effects engineer who works on movie sets? There are plenty of resources that can inspire Hispanic students to engage in STEM and become community leaders. Shows like SciGirls, Maya and Miguel and Nina’s World, along with books like Ay, Mija! Why Do You Want to Be an Engineer? and The Lola Dérez S.T.E.M. Mysteries, showcase Hispanic excellence and encourage exploration with curiosity and passion.

By exposing students to a wide variety of STEM-related jobs, educators, families and community members can open a world of possibilities and inspire young people to pursue this career path. Learning about STEM-based jobs also helps students understand how the math and science content they’re learning in school prepares them for the real world after graduation. 

Third, they can set high expectations. Whether consciously or not, some teachers and administrators make assumptions about what students of color can — or cannot — achieve. These are often barriers that prevent Hispanic students and others from reaching their full potential. Setting high expectations for all children, and helping them reach these standards with guidance and support, can ensure that Hispanic students have the same opportunities as their peers.

Fourth, they can provide students with mentors and role models who look like them. Representation matters; connecting students with mentors who come from similar backgrounds gives them relatable heroes and a path that feels attainable as they see someone like them who has succeeded. This helps build a sense of community and a support network that is extremely valuable in encouraging them to follow STEM-related disciplines. Throughout my college and professional experience, I was often the only person of Mexican descent in the room. That can be very lonely and discouraging. To make sure others don’t have this experience, I regularly mentor students in elementary through high school. I also volunteer at my children’s school and talk about the success I’ve had in STEM. I point students toward my STEM heroes, such as Dr. Ellen Ochoa, the first Hispanic woman in space, and Dr. Carlos Bustamante, a biophysicist known for his research in single-molecule biology, so Hispanic students realize that people who look like me — and like them — can accomplish amazing things in their careers. Organizations such as — an association of Hispanic professionals — have qualified volunteers who advise and mentor young people.

Lastly, schools can provide opportunities for all students to engage in Advanced Placement math and science. College can be difficult for many families of color to afford, and this is no different for Hispanic families. In fact, nearly who cut their education short during or right after high school report doing so to support their families. If not for scholarships, I wouldn’t have been able to complete my own advanced degree. Earning Advanced Placement credits in high school can help students lower the cost of college by reducing the time to completion.

Organizations such as the nonprofit can help school systems implement high-quality AP courses that reach more students — and its programs integrate culturally relevant teaching practices, including materials that focus on Black and Latino voices and support for English learners. The organization also covers the registration fee for all AP exams taken by students at participating schools. Among African-American and Hispanic students at these schools, the average qualifying scores in math in the first year, significantly surpassing national averages. For female students, the scores rose 84%, 12 times the national average.

Perhaps the best way to help Hispanic students engage with STEM is to listen. Encourage them to ask questions, show them it’s OK to try and to fail — that’s part of the scientific process, and it’s how STEM professionals learn and grow — and provide a safe, supportive and inclusive learning environment. Engaging Hispanics in STEM not only gives them more options, it’s also imperative for advancing equity in STEM careers in the United States.

But if we really want to celebrate the culture and give Latino students a true sense of belonging in their schools, we should do far more than have a program, assembly or fancy celebration to honor our students’ heritage. Instead, we should look at the foundational role that families play within Latino culture and embrace and honor those values. Values of belonging, collaboration and hard work. 

Growing up in Los Angeles, I was often surrounded by my large extended family. Both my parents are from Jalisco, Mexico: my mother is one of 11 siblings and my father is one of six. Many of my aunts, uncles and cousins also moved to Los Angeles. My Dad instilled in me the importance of courage, and the value of hard work as the expression of one’s integrity and honor.  

But despite these important family values, as a first-generation student, I lacked the resources or institutional knowledge to easily navigate the U.S. education system — it took me seven years just to complete college. Now that our nieces and nephews are getting ready to go to college, we make sure they have the tools to navigate the complex higher education system. This is part of our family culture: a shared responsibility to pass along what you learn, paving the way for the next generation. Our family also instilled a sense of belonging and security that gave us the courage to take risks — after all, there’s no bigger risk than immigrating to a foreign land.

Imagine if school communities embodied Latino family norms; where responsibility is shared, accountability is collective and a sense of belonging lives. Can you imagine what that might look like? We strive to do this every day at our school. Like many Latino families, we emphasize working in groups and collaborative efforts over a focus on the individual. 

“We see you and got you.” Those words hold power. It’s about knowing that your community, your group, has your back. Family has your back. This is something we discuss at our schools because it resonates deeply with our students: to be seen, to know you are unconditionally supported. At Aspire Public Schools’ Los Angeles-area schools, where the majority of our students identify as Latino, we embrace this idea, to make our students feel safe and supported unconditionally, in everything we do. 

For example, at where I worked for 12 years, we created an advisory group program at our secondary school. Freshmen are placed into micro-communities of about 30 students with one teacher who stays with the group all four years. Weekly community circles and guided conversations about issues that affect our scholars’ lives help them feel seen and supported. Like a large, extended family, these groups benefit from collaborative learning, shared responsibility and an environment built on trust and belonging. 

Programs like this allow us to create a familial identity at Aspire. We focus on students’ social-emotional learning, equity work and culturally relevant pedagogy that helps students feel supported. But most importantly, we leverage each other’s humanity. We support each other in providing a learning space for students and staff. A place where students learn from teachers and each other. A place where teachers learn from their students and their colleagues.  Just like we learn from family.

When you think about how family roots children, gives them a sense of confidence and purpose and offers space to be who they really are — how could you not want to embed those values in a school? We want these ideals to resonate deeply with our students. When a community of trust and belonging exists, students have the freedom to take risks and follow their intellectual curiosity. Instilling a school culture with family-inspired values brings out the genius in our students and gives them the space to enjoy their education and discover their own passions. This is how we honor Latino culture — every day.