Diverse communities bring a vibrant mix of perspectives, cultures and traditions to our educational environments. Students from different backgrounds, languages and cultural traditions contribute to a shared space of growth and learning for everyone. Yet when it comes to financial aid, how truly accessible is the process for every family, particularly those whose primary language is not English?
The financial aid application process is often daunting, especially for families unfamiliar with the language and systems used in independent schools. While schools increasingly emphasize diversity, equity and inclusion, these values must extend to the way we support families in navigating financial aid. How do we ensure families whose dominant language isn’t English are not only able to apply but also feel supported and valued throughout the process?
At Crossroads School, a majority of our non-English speaking families are Spanish speakers, and therefore our resources have been translated with skilled interpretation and a greater understanding of cultural implications for the Latinx Spanish-dominant population. While we understand that not every organization has access to similar resources, we hope to provide some ideas and tips that could facilitate greater support to applicants and current families as well as create a more welcoming process.
Increasing Language Access
In our experience, explaining the financial aid process in culturally appropriate Spanish has been crucial for ensuring Spanish-dominant families can navigate the process without additional barriers. Simple, direct translation may not be adequate, and efforts should be made to ensure that the language used in applications or guides is culturally sensitive, straightforward and reflective of families’ experiences.
When having a bilingual staff member is not feasible, schools can contract external language services or turn to online programs and AI tools for document translation. While online translations may contain some errors, advancements in AI have made some progress in terms of correctness and appropriate cultural context.
A dedicated staff member fluent in both languages can assist with translations and interpretation as needed. This approach allows for face-to-face support and timely responses, fostering a natural, person-to-person connection. When having a bilingual staff member is not feasible, schools can contract external language services or turn to online programs and AI tools for document translation. While online translations may contain some errors, advancements in AI have made some progress in terms of correctness and appropriate cultural context.
Culturally Responsive Workshops
We have found that one of the most effective ways to support Spanish-dominant families has been by offering financial aid workshops conducted entirely in Spanish. The person leading such workshops needs to have a thorough understanding of the financial aid process in order to convey the information effectively. Schools can identify and utilize existing bilingual staff members for these workshops, ensuring they are appropriately compensated for their expertise and time. This approach allows for the information to be delivered in a manner that is clear and respectful of the families’ cultural context.
Workshops in the families’ dominant language provide detailed information about the application process, available financial aid resources and family financial expectations. They are also an opportunity for the school to emphasize the value the families bring to the school. Their children’s unique perspectives, strengths and experiences enrich the school community. When families feel acknowledged and valued, they are more likely to engage fully with the school, broadening the experiences of the entire community.
Recognizing Diverse Family Needs
Approaching financial aid with a deep understanding of the varied needs and backgrounds of our immigrant Spanish-dominant families has been critical. Some families navigate challenges like single-income households, intergenerational living arrangements or the responsibility of supporting extended family members. Schools should make efforts to recognize these differences and respond with flexible, compassionate approaches.
This understanding also extends to the diverse family structures within various communities. Cultural responsibilities, such as supporting extended family, can significantly impact financial needs. A one-size-fits-all approach does not work when considering financial aid. One consideration could be the addition of questions to the financial aid application that provide insight into the families’ obligations. By acknowledging cultural differences, such as the role of extended family in caregiving and provision of financial support, schools can adjust their financial aid process to be more inclusive and respectful.
A Thoughtful Approach
To create a more equitable financial aid process, we considered different family dynamics and cultural contexts within our community. This might include offering application support sessions that accommodate various work schedules or providing one-on-one assistance for families navigating the process for the first time.
True equity in financial aid lies in ensuring every family can navigate the process with confidence and dignity regardless of language or background.
A thoughtful approach also means being mindful of potential fears or hesitations families may have when applying for financial aid. Concerns about privacy, unfamiliarity with private schools and financial systems, or misconceptions about who qualifies for assistance are all factors that can create barriers to accessing information and assistance. Addressing these concerns openly and reassuring families of the school’s commitment to their success is key.
True equity in financial aid lies in ensuring every family can navigate the process with confidence and dignity regardless of language or background. Schools must work to identify and remove barriers, fostering a sense of belonging where families whose dominant language is not English feel valued and heard, and are an integral part of the school community.
