Counseling culturally and linguistically diverse children and youth: a self-regulatory approach

U.S. Census Bureau statistics indicate that in 2000 almost 30% of the U.S. population consisted of ethnic minority individuals. It is also estimated that by 2050 minority groups will encompass over 50% of the U.S. population (Bernal & Scharron-Del-Rio, 2001). Schools in the United States now house approximately 30% culturally and linguistically diverse children, and this percentage is estimated to rise dramatically in the next 50 years (National Center of Educational Statistics [NCES], 2000). The significant demographic changes in the United States are due to higher birth rates among ethnic minority groups, particularly Hispanics, and the migration of 3,000 immigrants a day to the United States (the great majority of whom come from Mexico, Central and South America, and Asia). Current NCES reports suggest that almost 5% of school-age children in the United States speak a language other than English at home, and these same reports suggest that cultural and linguistic diversity will continue to rise in schools due to demographic changes in the general population.