Promoting Pedestrian and Bicyclist Safety 

to Hispanic Audiences

Task Order Number: SA06B030 

Submitted to:

Office of Safety Programs, HSA-20 

400 Seventh Street, S.W. 

Washington, DC 20590 

Submitted by: 

Science Applications International Corporation 

McLean, VA 22102 

November 30, 2005 

http://safety.fhwa.dot.gov/ped_bike/ped_bike_hsp.htm
i

Form DOT F 1700.7 (8-72) 

1. Report No. 2. Government Accession No. 3. Recipient’s Catalog No. 

4. Title and Subtitle 5. Report Date 

November 2005 

Promoting Pedestrian and Bicyclist Safety to Hispanic Audiences 6. Performing Organization 

Code 

7. Authors 

Eloisa Raynault (SAIC), Kelley Pecheux (SAIC), Herman Huang (Sprinkle 

Consulting, Inc.). 

8. Performing Organization 

Report No. 

 

9. Performing Organization Name and Address 

Science Applications International Corporation (SAIC) 

1710 SAIC Drive, M/S T1-12-3 

McLean, VA 22102 

10. Work Unit No. (TRAIS) 

 

11. Contract or Grant No. 

DTFH61-03-D-00106 

12. Sponsoring Agency Name and Address 

Federal Highway Administration 

Office of Safety Programs, HSA-20 

400 Seventh Street, S.W. 

Washington, DC 20590 

13. Type of Report and Period 

Covered 

Marketing Plan, 2005 

14. Sponsoring Agency Code 

HSA-20 

15. Supplementary Notes 

Ms. Tamara Redmon, COTM 

16. Abstract 

This marketing plan, which uses available reference materials and additional research in the form of focus group 

session results, showcases a strategy for marketing pedestrian and bicycle safety issues/concerns to different 

Hispanic populations in the United States. 

17. Key Words

Hispanic, Latino/Latina, Pedestrian, Bicycle, Safety 

18. Distribution Statement 

No restrictions. This document is available to the 

public from: The National Technical Information 

Service, Springfield, VA 22161. 

19. Security Classif. (of this 

report) 

Unclassified 

20. Security Classif. (of this page) 

Unclassified 

21. No of Pages

44 

22. Price 

N/A 

 Form DOT F 1700.7 (8-72) Reproduction of completed page authorized. 
ii

Table of Contents 

EXECUTIVE SUMMARY...................................................................................................... III

1 INTRODUCTION............................................................................................................... 1

2 MARKETING PLAN.......................................................................................................... 1

2.1 AUDIENCE ................................................................................................................... 7

2.2 SAFETY ISSUES TO INCLUDE IN CAMPAIGN ..................................................................... 7

2.3 MESSAGES.................................................................................................................. 7

2.4 MATERIALS/MEDIA ....................................................................................................... 8

2.5 SUGGESTED METHODS OF DISSEMINATION OF MATERIALS.............................................. 8

APPENDIX A. STEPS TAKEN TO DEVELOP THE MARKETING PLAN.......................... 11

APPENDIX B. FHWA/NHTSA/PROJECT TEAM TELECONFERENCE ............................ 31

APPENDIX C. PRELIMINARY OUTREACH MATERIALS................................................. 32

APPENDIX D. FOCUS GROUP TESTING OF OUTREACH MATERIALS ........................ 35

APPENDIX E. REVISED OUTREACH MATERIALS.......................................................... 37

APPENDIX F. REFERENCES ............................................................................................ 38
iii

•

•

EXECUTIVE SUMMARY 

The objectives of this FHWA/NHTSA project include: (1) the development of a plan for marketing 

pedestrian and bicycle safety issues/concerns to different Hispanic populations in the United States 

and (2) the development of materials in different formats that will be used to promote pedestrian and 

bicycle safety issues in the Hispanic community. This marketing plan presents the recommendations 

about the audience, the safety issues to be addressed, the types and format of messages, the media, 

and the potential methods of dissemination of the outreach materials. Also included in this marketing 

plan are the results of the background research conducted in the development of the marketing plan. 

The following recommendations are based on the research conducted for this project: 

1. There are multiple audiences that may be more at risk as pedestrians or bicyclists. These may be 

groups that should be targeted by pedestrian/bicycle campaigns or by word-of-mouth marketing: 

• New immigrants. 

• Mexican males (Hispanics of Mexican origin compose roughly two-thirds of all fatalities 

among Hispanic pedestrians and bicyclists. Among all Hispanics, about 67 percent of 

pedestrian fatalities and 89 percent of bicyclist fatalities occurred to males.). (1) 

• Children (especially bicyclists ages 10-15 and pedestrians ages 5-9). (2, 3) 

• Seniors (especially bicyclists ages 70-79 and pedestrians age 70 and over). (2, 3) 

• Male members of the household (e.g., fathers, grandfathers, uncles, brothers). 

• Entire family. 

2. Recommended pedestrian and bicycle safety issues to be included in the outreach campaigns have 

been split into the following two categories: 

Educational issues. 

Informational issues. 

While there is a fine line between educational and informational issues, educational issues focus more 

on teaching the audience rules and regulations that they are expected to follow and how these rules 

and regulations are enforced in the U.S. Informational issues focus more on issues such as what it 

takes to be a safe pedestrian or bicyclist (e.g., always use a crosswalk, push the call button to receive 

the pedestrian signal, always look left-right-left before crossing the street). 

3. Messages about pedestrian and bicycle safety for Hispanic audiences should: 

• Focus on the value of family and impact on family. 

• Be realistic, with relationships to their lives. 

• Have an emotional component (e.g., graphic and explicit descriptions of crashes), but should 

not be overly frightening or use “scare tactics.” 

4. For formatting and distribution purposes, it is recommended that these messages: 

• Use graphics, photos, and other visuals. 

• Be concise, not too wordy, and written for low literacy level. 

• Be clear and free of jargon. 
iv

•

•

•

Rather than focusing on one type of media, the use of a variety of materials, so that messages are seen 

and heard in a variety of places, is recommended. The recommended media to be included in an 

outreach campaign include: 

• Television (TV). 

• Radio. 

• Newspaper. 

• Magazines. 

• Brochures/flyers/handouts. 

It should be noted that the use of Hispanic media is important. Many Hispanics watch only Spanish 

TV, listen to only Spanish radio stations, and/or read only Spanish newspapers and magazines. 

Therefore, using only mainstream media may not reach some of the target audience; however, 

caution should be taken in providing only Spanish-language materials, as many second generation 

Hispanics prefer to speak and read English. Thus, it is recommended that the materials be bilingual. 

5. One of the most important recommendations from the research is that materials alone cannot 

change behavior. Due to the importance of family and community in the Hispanic culture, 

commitment to safety practices is more likely to occur when: 

The materials are used in combination with at least one community outreach activity. 

Multiple activities are held within the community. 

Respected leaders of the community, as well as family members, reinforce the messages 

through person-to-person contact and word-of-mouth campaigns. 

With these recommendations in mind, Table ES–1 connects the audience (the who), the issues and 

types of messages (the what), the media (the how), and the methods of dissemination (the where). 

For example, if children are the focus of a safety campaign, issues could be educational and/or 

informational; messages should focus on the value of family; and posters, handouts, and comics are 

media that should be disseminated at schools with person-to-person contact via teachers, 

administrators, or other authority figures. TV is also a recommended medium for information 

dissemination and could be used in addition to the print media distributed at schools. As many 

Latinos may not fully trust the government or large institutions, more appropriate venues for 

disseminating materials include churches, clinics, and community centers. (4) 

Safety campaigns should be tailored to fit the needs of each community. This will help determine 

whether educational or informational issues are most important. 
v

Table ES–1. Connecting the Who, What, How, and Where of Marketing Pedestrian and 

Bicycle Safety to Hispanic Audiences 

Audience 

(Who?) 

Issues 

(What?) 

Messages 

(What?) 

Materials/Media 

(How?) 

Methods of Dissemination 

(Where?) 

Hispanic TV and radio stations* 

Hispanic newspapers and magazines* 

New immigrants 

Educational & 

Informational 

Value of family 

Impact on family 

Emotional component 

Relates to their lives Brochures, flyers, handouts 

Public transit stations 

Supermarkets 

Churches 

TV and radio stations* 

Newspapers and magazines* 

Mexican males 

Educational & 

Informational 

Value of family 

Impact on family 

Emotional component 

Relates to their life Brochures, flyers, handouts 

Motor vehicle offices 

Public transit stations 

Supermarkets 

Hispanic TV* 

Children 

Educational & 

Informational Value of family 

Posters, handouts, comics 

Person-to-person contact 

Schools (teachers, 

administrators, authority figures) 

Hispanic TV and radio stations* 

Seniors 

Educational & 

Informational 

Value of family 

Emotional component 

Relates to their life 

Brochures, flyers, handouts 

Person-to-person contact 

Community centers 

Senior centers 

Churches 

TV and radio stations* 

Male members of Newspapers and magazines* 

the household 

Educational & 

Informational 

Value of family 

Emotional component 

Impact on family 

Relates to their life Brochures, flyers, handouts Motor vehicle offices 

Entire family 

Educational & 

Informational 

Value of family 

Emotional component 

Impact on family 

Relates to their life 

Brochures, flyers, 

handouts, games 

Person-to-person contact 

Special events, holidays, 

community activities 

Soccer games 

Churches 

* While much of the findings point towards Spanish-language TV, radio, and print media, the researchers recognize that this 

may not be exclusive for each group. “According to a Texas media representative, Spanish radio and TV are the most effective 

media for reaching Hispanic audiences. Spanish television reaches most of the younger generation, since they do not read 

newspapers. However, Hispanics who are 30 to 40 years of age are best reached through the English media. The media 

representative mentioned studies showing that although many Hispanics in Texas speak Spanish, only a small percentage of 

long-term residents read it. Translations are often so badly done that given a choice of reading a newspaper in English or 

reading the Spanish translation, approximately 8 out of 10 Hispanics would choose to read the English version. According to 

the media representative, the affinity for reading English is particularly strong in second generation Hispanics because they 

were penalized as children if they spoke Spanish in Texas schools.” (7) 
1

1 INTRODUCTION 

On a yearly basis, pedestrians represent about 4,808 highway fatalities and bicyclists represent about 

728 highway fatalities. Statistics suggest that a disproportionate amount of persons killed and injured 

in traffic crashes are Hispanic immigrants. Census data indicate that the Hispanic population of the 

United States is growing faster than any other group, and problems with the safety of Hispanics on 

roadways will only increase as more and more Hispanics immigrate to the United States. In response 

to this issue, the Federal Highway Administration (FHWA) and the National Highway Traffic Safety 

Administration (NHTSA) have initiated a project to develop a marketing plan and outreach materials 

that promote pedestrian and bicycle safety messages for Hispanic audiences in a format to which 

Hispanics will respond. 

The objectives of this FHWA/NHTSA project include: (1) the development of a plan for marketing 

pedestrian and bicycle safety issues/concerns to different Hispanic populations in the United States 

and (2) the development of materials in different formats that will be used to promote pedestrian and 

bicycle safety issues in the Hispanic community. The first objective is to perform market research to 

determine what messages are most needed, what is the best way to get the messages out, and who 

is/are the target audience(s). The purpose of this marketing plan is to delineate the results of the 

market research so that appropriate materials may be considered for development. The second 

objective is to develop the outreach materials, to test their effectiveness with the target audience(s), 

and to mass-produce the products. In addition to other distribution methods, these materials could 

become part of FHWA’s Pedestrian Safety Campaign, which provides a toolbox of outreach 

materials that State and local organizations can customize to their needs and use. This campaign 

currently has some materials that are available in Spanish and targeted to Hispanic pedestrian safety. 

2 MARKETING PLAN 

This section summarizes the recommendations for marketing pedestrian and bicycle safety to 

Hispanic audiences based on analysis and synthesis of the information from the literature review, 

focus groups, and review of Hispanic outreach materials. 

Table 2-1 summarizes the results of the literature search and focus groups in terms of responses to the 

key questions (listed in the first column). Sections 2.1 through 2.4 present the recommendations for 

marketing pedestrian and bicycle safety to Hispanic audiences. 

Overall, there was much agreement between what was found in the literature review and what was 

found in the focus groups. The commonalities and contradictions found between the literature review 

and the focus groups are summarized in Table 2-2. 
Table 2-1. Summary of Literature Review and Focus Group Findings. 

Question Findings from Literature Review Findings from Foc

Which Hispanic groups should be targeted and why? 

New immigrants and those less informed about the laws (6) 

Latino fathers, brothers, and uncles in order to create lasting behavior change in the Latino household (4) 

Participants in the focus groups conduthat Hispanics who are recent immigrapossess limited English language skillconfused about the U.S. traffic safety s

Should different cultural groups be targeted and why? 

While each Hispanic culture is unique, the differences as they pertain to pedestrian and bicycle safety are relatively minor (6) 

Based on the crash statistics, male Hispanics of Mexican origin are overrepresented in pedestrian and bicycle crashes (1) 

Question not addressed in focus group

What age groups should be targeted and why? 

Children and seniors (6) 

-- pedalcyclists ages 10-15 and 70-79 (2) 

-- pedestrians ages 5-9 and 70+ (3) 

Based on crash statistics, Hispanic pedestrians and bicyclists 21-29 years old are overrepresented in fatalities (1) 

All extended family members (different ages and roles) with encouragement to spread the word so that everyone who lives in the household can reinforce the message (4)

Question not addressed in focus group

In what pedestrian and bicycle safety-related areas is communication with Hispanic audiences most needed? 

Basic rules of the road, meaning of traffic signs and signals, education of pedestrian and bicycle safety (6) 

Intersections on multi-lane roadways (1) 

The need to obey traffic laws (10), how to use crosswalks, and 

pedestrian/bicyclist rights and responsibilities (1) 

There was a consensus that Hispanics on traffic safety issues: •Traffic signs (exactly what signs mea

in Latin American countries, but undan issue) 

•How traffic regulations are enforced 

not to be enforced as strictly in Latin 

•How to cross the street safely (includ

intersections, using crosswalks, undesignals, and pushing a button to get a 

•Where pedestrians should walk/bicyc

confusion over whether bicyclists can

•Overall tips related to the importance Participants were told that Hispanics waccidents, and this was viewed as impobe included in educational materials. 
Question Findings from Literature Review Findings from Foc

What types of messages are most likely to have the most impact? 

Messages centered on the value of the family as the reason to practice safety (

4, 7) 

Messages with themes that have some relationship to their lives and consequences to family (

7, 8, 9) 

Messages built on the oral traditions of the Latino community, utilizing rhymes, riddles, dichos (sayings) and finger games as reminders (

4) 

Messages built on what families are already doing right (

4) 

Messages that are realistic (

7, 10) 

Graphic and explicit descriptions of motor vehicle crashes and the impact on families (

7) 

No aggressive or enforcement-oriented messages (7) 

Messages that are clear, consistent, and free of jargon (10) 

Messages that go beyond preachy slogans like “Don’t Drink and Drive” but that instead allow recipients to make their own conclusions (10) 

Messages, materials, and events that appropriately represent Latinos (

4) 

Participants expressed a preference for emotional component, get their attentimessage content to heart. However, themotional content to be overly frightenThus, their preference seems to be for importance of traffic safety (i.e., becauwhile focusing on a positive reason to 

out of love for family). Participants winformation messages as previously noinformation is more likely to appear in with more emotional content would be advertisements and/or posters. 

What format and graphics are culturally appropriate? 

Graphics, photos, and other visuals not relying too heavily on text (

6, 8) 

Use faces that look like the target population, faces of people that the target audience knows and respects (such as community and religious leaders), popular celebrities, and photographs rather than illustrations . (27) 

Participants reported that all materials They were willing to listen to a commwere willing to spend 2-3 minutes readbrochure. All print materials should bliteracy level and should rely on imagetheir message. 
Question Findings from Literature Review Findings from Foc

Hispanic media (Telemundo TV, El Tiempo Latino newspaper, Hispanic magazines) (4, 7, 9, 10, 14, 15, 16) 

What are the best media for getting the messages across? Public service announcements (6, 7) 

Television (6, 7, 9, 10) 

Radio (6, 7, 9, 10) 

Print ads (6, 7, 9) 

Posters, flyers, handouts, newspaper inserts (6, 9, 16) 

“Fotonovelas” or photographic story telling brochures and “radionovelas” or soap opera style segments (8, 9, 10) 

Person-to-person contact (7) 

Bumper stickers (9) 

Manuals/maps for bicyclists (6) 

Nontraditional outreach strategies (4) 

Billboards/door decals to demonstrate support from area businesses (11) 

Transit shelters and bus backs (9) 

Messages should be seen and heard in a variety of places (8) 

Materials alone are not enough to change behavior. Commitment to safety practices are more likely to occur when the materials are used in combination with at least one community outreach activities, with the most impact coming from multiple community activities and when respected leaders and family members reinforce the messages. (4) 

Participants expressed an interest in informats. They were interested in televmagazine advertisements, as well as in information for students. The Hispaniwere Telemundo, Univision, and Telefparticipants in the DC group agreed thThe DC group mentioned radio station mentioned Spanish-language media oumedia by name came up in the group ithese options, television advertisementfollowed by posters and information dmaterials were seen as most useful becinterested in taking them home and lootime. Participants were not interested buttons, calendars, or bumper stickers information. 

Should materials be presented in just Spanish or in English as well? 

Bilingual materials should be used (4, 6, 7, 9, 18) Participants thought that the materials 

Spanish, since they thought the primarrecent immigrants (many of whom spe

How should multiple languages be presented in the documents? 

Bilingual materials should be presented side by side or front to back rather than line by line (18) 

Question not addressed in the focus gr

Who are the key partners in the outreach effort? 

Law-enforcement agencies in which trust has been built (19, 20, 21) 

Nonprofit, community-based programs (4, 22) Committee of key stakeholders (11) 

National and local organizations that serve the Latino community, traffic safety organizations, and agencies that specialize in health education (27) 

Question not addressed in the focus gr
Question Findings from Literature Review Findings from Foc

Who should help distribute and promote the public safety information within the community? 

Trusted community organizations, family members, and friends (

4) 

Public and non-profit grassroots organizations (25) 

Delivered by real people as opposed to celebrities (10) 

Word-of-mouth advertising campaigns (

9) 

Participants in the focus groups conduthat they had a role to play in distributconversations with friends and family information spread via word-of-mouth Hispanics trained to educate others on appreciated. 

Family gatherings, cultural celebrations, special events, and holidays are key outreach tools. El Día de los Niños, birthdays, El Día de los Muertos and Mother’s Day are recommended for special events. (

4, 26) 

Public transit stations and bus shelters, and supermarkets, doctors’ offices, libraries, motor vehicle offices, bicycle race, and bike stores (6) Safety events should be planned at the local Head Start center, clinics, 

multiservice centers, neighborhood stores or parks. (

4) 

Churches and community-based organizations (

6, 7) 

Soccer games (

6, 26) 

Schools (

6, 7, 16) 

Materials can be distributed through programs used by members of the target audience, for example, English classes, Head Start, child care agencies, prenatal classes, etc. (27) 

Participants listed a variety of possible were schools, supermarkets, other storwere mentioned by name), and churchinterest in getting information through doctor’s offices. A few participants mstations or motor vehicle offices as poinformation. There was little to no intsoccer games (they go to games for enlibraries (few Hispanics visit libraries in English), or bicycle shops (too expe

Where should the materials be distributed? 
6

Table 2-2. Commonalities and Contradictions Between Literature and Focus Groups. 

Question Commonalities between Literature and 

Focus Groups 

Contradictions between Literature 

and Focus Groups 

Which Hispanic groups 

should be targeted and why? New/recent immigrants -- 

In what pedestrian and 

bicycle safety-related areas is 

communication with Hispanic 

audiences most needed? 

• Meaning of traffic signs/signals 

• Education of laws/regulations/rules-of-road 

• Education on pedestrian and bicycle safety 

-- 

What types of messages are 

most likely to have the most 

impact? 

• Messages with emotional content 

• Messages that focus on value of family 

• No aggressive or enforcement messages 

(scare tactics) 

--

What format and graphics are 

culturally appropriate? 

• Use of graphics/photos/visuals 

• Concise messages that do not rely too 

heavily on text 

--

What are the best media for 

getting the messages across? 

• Hispanic media (TV, radio, newspapers, 

magazines) 

• Brochures/flyers/handouts 

The literature showed fotonovelas, 

radionovelas, and bumper stickers as good 

media; however, focus group participants 

were not interested in these media. 

Should materials be presented 

in just Spanish or in English 

as well? 

--

The literature consistently said that 

bilingual materials should be used; 

however, focus group participants said that 

materials should be primarily in Spanish 

(Note: this may have resulted from new 

immigrants representing the largest target 

audience in the groups and/or participants 

being shown predominantly Spanish 

language materials as examples). 

Who should help distribute 

and promote the public safety 

information within the 

community? 

• Family members 

• Word-of-mouth 

• Non-profit/grassroots organizations/Hispanic 

organizations trained to educate others 

-- 

Where should the materials 

be distributed? 

• Schools 

• Supermarkets 

• Community-based orgs/community centers 

• Doctors’ offices 

• Public transit stations 

• Motor vehicle offices 

The literature pointed to soccer games, 

libraries, and bicycle shops as places to 

distribute information; however, focus 

group participants did not think these were 

good locations to distribute materials (e.g., 

soccer games are for entertainment, 

libraries have mostly English materials, 

and bike shops are too expensive). 
7

2.1 AUDIENCE 

Based on the research, the following audiences may be more at risk as pedestrians or bicyclists or 

may be groups that should be targeted by pedestrian/bicycle campaigns to “get the word” out through 

word-of-mouth marketing: 

• New immigrants. 

• Mexican males. 

• Children. 

• Seniors. 

• Male members of the household (e.g., fathers, grandfathers, uncles, brothers). 

• Entire family. 

2.2 SAFETY ISSUES TO INCLUDE IN CAMPAIGN 

Recommended pedestrian and bicycle safety issues to be included in the outreach campaigns have 

been split into the following two categories: 

1. Educational issues: 

• Basic rules of the road and how they are enforced in the U.S. 

• Meaning of traffic signs and signals. 

2. Informational issues: 

• How to be a safe pedestrian/bicyclist. 

• Hispanics are especially at risk for crashes. 

While there is a fine line between educational and informational issues, educational issues focus more 

on teaching the audience rules and regulations that they are expected to follow and how these rules 

and regulations are enforced. Informational issues focus more on issues like what it takes to be a safe 

pedestrian or bicyclist (e.g., always use a crosswalk, push the call button to receive the pedestrian 

signal, always look left-right-left before crossing the street). 

2.3 MESSAGES 

Based on the research, messages about pedestrian and bicycle safety for Hispanic audiences should: 

• Focus on the value of family and impact on family. 

• Be realistic, with relationships to their lives. 

• Have an emotional component (e.g., graphic and explicit descriptions of crashes), but should 

not be overly frightening or use “scare tactics.” 

It is recommended that these messages: 

• Use graphics, photos, and other visuals. 

• Be concise, not too wordy, and written for low literacy level. 

• Be clear and free of jargon. 
8

2.4 MATERIALS/MEDIA 

Use of a variety of materials (messages should be seen and heard in a variety of places) is 

recommended, rather than focusing on one type of media. The recommended media to be included in 

an outreach campaign include: 

• Television. 

• Radio. 

• Newspaper. 

• Magazines. 

• Brochures/flyers/handouts. 

It should be noted that the use of Hispanic media is important. There are many Hispanics who watch 

only Spanish TV, listen to only Spanish radio stations, and/or read only Spanish newspapers and 

magazines. Therefore, using only mainstream media may not reach some of the target audience. 

2.5 SUGGESTED METHODS OF DISSEMINATION OF MATERIALS 

One of the most important recommendations from the research is that materials alone are not enough 

to change behavior. Due to the importance of family and community in the Hispanic culture, 

commitment to safety practices are more likely to occur when the materials are used in combination 

with at least one community outreach activity, with the most impact coming from multiple activities 

held within the community and when respected leaders of the community as well as family members 

reinforce the messages through: 

• Person-to-person contact. 

• Word-of-mouth campaigns. 

With these recommendations in mind, Table 2-3 makes the connection between the audience (the 

who), the issues and types of messages (the what), the media (the how), and the methods of 

dissemination (the where). For example, if children are the focus of a safety campaign, issues could 

be educational and/or informational; messages should focus on the value of family; and posters, 

handouts, and comics are media that should be disseminated at schools with person-to-person contact 

with teachers, administrators, or other authority figures. Television is also a recommended medium 

for information dissemination and could be used in addition to the print media distributed at schools. 

If household males are the target of a safety campaign, issues could be educational and/or 

informational; messages should have an emotional component and focus on the impact of the family 

if something were to happen to them; and TV and radio stations, along with print media, are 

recommended media types. TV and/or radio advertisements could be broadcast during appropriate 

sports events; and brochures, flyers, or handouts could be made available at motor vehicle offices. 

Safety campaigns should be tailored to fit the needs of each community. This will help determine 

whether educational or informational issues are most important. 
9

Table 2-3. Connecting the Who, What, How, and Where of Marketing Pedestrian and Bicycle 

Safety to Hispanic Audiences. 

Audience 

(Who?) 

Issues 

(What?) 

Messages 

(What?) 

Materials/Media 

(How?) 

Methods of Dissemination 

(Where?) 

Hispanic TV and radio stations* 

Hispanic newspapers and magazines* 

New immigrants 

Educational & 

Informational 

Value of family 

Impact on family 

Emotional component 

Relationship to lives Brochures, flyers, handouts 

Public transit stations 

Supermarkets 

Churches 

TV and radio stations* 

Newspapers and magazines* 

Mexican males 

Educational & 

Informational 

Value of family 

Impact on family 

Emotional component 

Relationship to lives Brochures, flyers, handouts 

Motor vehicle offices 

Public transit stations 

Supermarkets 

Hispanic TV* 

Children 

Educational & 

Informational Value of family 

Posters, handouts, comics 

Person-to-person contact 

Schools (teachers, 

administrators, authority figures) 

Hispanic TV and radio stations* 

Seniors 

Educational & 

Informational 

Value of family 

Emotional component 

Relationship to lives 

Brochures, flyers, handouts 

Person-to-person contact 

Community centers 

Senior centers 

Churches 

TV and radio stations* 

Newspapers and magazines* Household males 

Educational & 

Informational 

Value of family 

Emotional component 

Impact on family 

Relationship to lives Brochures, flyers, handouts Motor vehicle offices 

Entire family 

Educational & 

Informational 

Value of family 

Emotional component 

Impact on family 

Relationship to lives 

Brochures, flyers, handouts, 

games 

Person-to-person contact 

Special events, holidays, 

community activities 

Soccer games 

Churches 

* While much of the findings point towards Spanish-language TV, radio, and print media, the 

researchers recognize that this may not be exclusive for each group. “According to a Texas media 

representative, Spanish radio and TV are the most effective media for reaching Hispanic audiences. 

Spanish television reaches most of the younger generation, since they do not read newspapers. 

However, Hispanics who are 30 to 40 years of age are best reached through the English media. The 

media representative mentioned studies showing that although many Hispanics in Texas speak 

Spanish, only a small percentage of long-term residents read it. Translations are often so badly done 
10

that given a choice of reading a newspaper in English or reading the Spanish translation, 

approximately 8 out of 10 Hispanics would choose to read the English version. According to the 

media representative, the affinity for reading English is particularly strong in second generation 

Hispanics because they were penalized as children if they spoke Spanish in Texas schools.” (7) 
11

APPENDIX A. 

STEPS TAKEN TO DEVELOP THE MARKETING PLAN 

An outline, developed as part of the Educación de seguridad en el tránsito/Education in Traffic Safety 

(EST) project, was referenced and used to guide the development of this marketing plan. The EST is 

a 2-year project to study existing traffic safety educational materials for Latinos and to create 

guidelines for the development of new culturally appropriate materials (5). The guidelines developed 

by EST could be used to develop brochures, posters, videos, and booklets designed to promote safe 

driving, riding, walking, and biking. Therefore, these guidelines are important to consider in 

developing any outreach campaign for Hispanic communities. While the guidelines will not be 

available until summer 2005, the following is an outline of the guidelines under development (27): 

Research and Planning 

1. Identify the audience. 

2. Identify key partners. 

3. Understand the traffic safety topic. 

4. Understand the audience. 

5. Understand health communication. 

6. Review existing materials. 

Creating Materials 

7. Develop your message and content. 

8. Use accurate, simple, and appropriate language. 

9. Use culturally appropriate format and graphics. 

10. Solicit feedback from the target audience and your partners. 

Dissemination and Evaluation 

11. Effectively disseminate. 

12. Evaluate and review. 

The research team for this FHWA/NHTSA project used this outline to identify critical steps towards 

the development of this marketing plan. These critical steps were defined as: 

• Develop key questions about the audience and communicating with them. 

• Identify means of gathering information to answer the key questions. 

• Analyze and synthesize the information gathered. 

• Use the information to develop the marketing plan. 

A.1 Develop Key Questions About Audience and Communicating with 

Them 

In order to accomplish many of the items listed in the above outline, (e.g., identify and understand the 

audience, identify key partners, understand the traffic safety topic and the audience, understand 

effective principles of health/safety communication, use a format and graphics that are culturally 

appropriate, use accurate and appropriate language, disseminate in an effective way), the research 
12

team developed a list of key questions to be answered under each of these critical steps. These 

questions included: 

• Identify the audience: 

− Which Hispanic groups should be targeted? 

− Should different cultural groups be targeted? 

− What age groups should be targeted? 

• Identify key partners: 

− Who are the key partners in the outreach effort? 

• Understand the audience and the traffic safety topic: 

− In what pedestrian and bicycle safety-related areas is communication with Hispanic 

audiences most needed? 

• Understand effective principles of health/safety communication: 

− What types of messages are most likely to have the most impact (what content is culturally 

appropriate)? 

− What format and graphics are culturally appropriate? 

− What are the best media for getting the messages across? 

• Use accurate and appropriate language: 

− Should materials be presented in just Spanish or in English as well? 

− How should multiple languages be presented in the documents? 

• Disseminate in an effective way: 

− Who should help distribute and promote the public safety information within the 

community? 

− Where should the materials be distributed? 

The remaining critical steps in the outline (not listed above with questions) will be addressed through 

the tasks in the Statement of Work for this project. For example, “review Spanish language 

materials” was addressed in the information gathering stage (Task 2—see Section A.2.3); while 

“solicit feedback from community partners on the content, format and graphics, and language” and 

“evaluate and review your material” will be addressed through focus groups conducted in Task 3, 

which will be written as an addendum to this marketing plan. 

A.2 Identify Means Of Gathering Information To Answer Key Questions 

Next, several means of gathering information to answer the key questions were identified, including: 

a literature search, focus groups with Hispanic pedestrian and bicyclists, and a review of Hispanic 

outreach materials created for other safety campaigns. Each method for gathering information is 

discussed in more detail in the following subsections. 

A.2.1 Literature Search 

The objective of the literature search was to develop a marketing plan of the most effective methods 

of promoting bicycle and pedestrian safety to Hispanic audiences. The extent of the task was 

delineated in the Work Plan submitted to FHWA/NHTSA in November 2004. It stated that: 
13

The SAIC team, principally Sprinkle, will review the FHWA’s “Determining the Extent of 

the Highway Safety Problem as it Relates to Hispanic Populations in the United States” 

(when completed), NHTSA’s “Highway Safety Needs of U.S. Hispanic Communities: Issues 

and Strategies,” and other documents as deemed appropriate. SAIC staff will meet with 

members of the MWCOG’s [Metropolitan Washington Council of Governments] Street 

Smart Program to review their Hispanic outreach materials and learn about their market 

research performed to date. SAIC staff will also review any other relevant materials 

developed for Hispanic audiences, such as material that helps develop a full understanding of 

the general issues faced by Hispanic immigrants to the U.S. (e.g., language barriers); staff 

members have collected informative materials developed for Hispanic audiences by the Pan 

American Health Organization (PAHO). 

Sources referenced in the literature search include: 

• FHWA and NHTSA staff. 

• NHTSA website (www.nhtsa.dot.gov). 

• The Transportation Research Information Services (TRIS) Database (trisonline.bts.gov). 

Keywords “Latino” and “Hispanic” were used to search for records from the last five years. 

• General search of the Internet with key words “Hispanic traffic safety”, “Hispanic pedestrian”, 

“Marketing to Hispanics”. 

The results of the literature review are summarized in Section A.3. 

A.2.2 Focus Groups 

Focus groups related to Hispanics’ perceptions, knowledge, and attitudes concerning pedestrian and 

bicycle safety were conducted as part of this research study. The purpose of these groups was to 

better understand what information Hispanics need about this topic. As discussed, this information 

will inform the development of the marketing campaign. 

A.2.2.1 Locations for focus groups 

Colorado Springs, CO, and the Washington, DC, areas were selected as locations to conduct the two 

focus groups. Both these locations were selected as areas that have a large number of recent 

immigrants from many different countries of origin. In addition, the geographic spread between the 

two locations will help ensure that the findings are not specific to Hispanics from one country of 

origin (i.e., Colorado Springs has a larger number of immigrants from Mexico than the Washington, 

DC, area, while the Washington, DC, area has a larger number of immigrants from Puerto Rico than 

Colorado Springs). 

A.2.2.2 Participant recruitment 

The Media Network (TMN), in conjunction with Springs Research of Colorado Springs, CO, 

recruited participants to attend the focus group sessions. Eligible participants had to meet the 

following criteria: Hispanics over the age of 18 who have less than a college education and walk or 

ride a bicycle regularly (at least 2 times a week). Additionally, participants needed to be a member of 

a group at higher risk for pedestrian and bicycle accidents (i.e., seniors, young males, parents of 

young children, recent immigrants, or being of Mexican origin). The goal was to create diverse 

groups of respondents in each city. TMN designed a customized recruiting screener with input from 

FHWA/NHTSA to ensure that participants in the focus groups fit the profile of respondents the 
14

research team sought. Potential participants were contacted by telephone and screened to verify their 

eligibility. 

Eligible participants were invited to participate in the groups and were assured of the personal 

confidentiality and research-oriented purpose of the groups. Participants were not informed of the 

sponsor of this project. Confirmation letters with the time and location of the group were sent to all 

participants, as well as directions to the facilities where the groups were being held. Participants 

were called the day before the sessions to remind and encourage them to attend. 

A.2.2.3 Focus group methodology 

The focus groups were held in February 2005 in Colorado Springs, CO and Silver Spring, MD. A 

professional bilingual focus group moderator led each group. The groups lasted about 2 hours and 

were conducted in Spanish. Each participant signed an agreement to acknowledge that the session 

was being recorded (audio only); the agreement informed them that their personal information would 

be kept confidential. Participants were provided with a light meal as well as a cash stipend for their 

participation. 

At the beginning of the discussion, participants were encouraged to share their ideas and were told 

that there were no wrong answers to the questions being asked. Participants were advised of “ground 

rules” for the discussion that included the role of the moderator and what constitutes appropriate 

participant behavior. They were then reminded that they were being audio recorded. 

To begin the discussion, participants introduced themselves to one another and to the moderator. 

They were then led through the research questions in the moderator’s guide, which focused on issues 

such as general knowledge of pedestrian and bicycle safety issues, key content areas for potential 

messages, participants’ preferences for types and kinds of information on this topic, and participants’ 

preferences for how to receive information on this topic. 

The results of the focus groups are summarized in Section A.3. 

A.2.3 Review Hispanic Outreach Materials 

Hispanic outreach materials recommended for review by FHWA and NHTSA, as well as those found 

in the literature search were gathered and reviewed. A summary of these documents is shown in 

Table A-1. 
15

Table A-1. Summary of Spanish Language Materials Reviewed. 

Outreach Material Source Brief Description 

Manual del Ciclista (Bicyclist 

Manual) 

State of Oregon 15-page bi-fold manual covering bicycle 

maintenance, traffic laws for cyclists, basic safety 

principles, and what to do in case of an accident. 

Cómo Ajustar y Usar un Casco 

Para Ciclistas (How to adjust 

and use a Bicycle Helmet) 

Asociación de Daño Cerebral de la 

Florida, Inc. 

Tri-fold brochure1—5-step instructions with 

picture illustration and written instructions for 

adjusting and using a bicycle helmet. 

Proteja la Cabeza de su Niño 

(Protect your child’s head) 

State of California Department of 

Health Services 

2-page (8.5” X 11”) color handout with large 

photograph and brief textual description on 

properly fitting a bicycle helmet (presented in 

Spanish and English) 2

Los Chicos y la Bicicleta En 

Illinois (Children and bicycles 

in Illinois) 

State of Illinois 10-page bi-fold manual with “how to” drawings 

and text descriptions on the following bicyclerelated topics: ride in the street and in the 

sidewalk, look behind you, navigate intersections, 

and adjust the bicycle and helmet for a proper fit 

(for parents)3

Comparta el Camino: Guia 

Para Ciclistas y Motoristas 

(Share the Road: Guide for 

Cyclists and Drivers) 

City of Tucson Dept. of Transportation 

Pima Association of Governments 

Pima County Dept. of Transportation 

45-page guide with “how to” drawings and text on 

numerous bicycle-related topics: pass parked cars, 

open car doors if cyclists are close by, detailed 

Arizona laws, etc.4

Medidas de seguridad para 

montar en bicicleta (Safety 

measures for mounting 

bicycles) 

Kaiser Permanente 3-page flyer/handout on how to properly mount a 

bicycle (i.e., good locations to do so, use a 

helmet)5

Mira Izquierda Derecha 

Izquierda (Look Left Right 

Left) 

Florida Department of Transportation 4-page pamphlet6—explains the meaning of the 

pedestrian signal indications. 

Street Smart (multiple Spanishlanguage materials) Metropolitan Washington Council of 

Governments 

Multimedia campaign materials include TV spots 

(signal explanation for pedestrians); brochures, 

bus transit shelters and cards, and posters (cross 

safely); and handouts (use the crosswalks). 

¡Yo camino - yo cuento! 

(multiple Spanish-language 

materials) 

North Central Texas Council of 

Governments 

Campaign materials include brochures and 

bookmarks (reasons to walk, suggestions on 

destinations, safety tips, walking gear tips, steps to 

fitness walking, and walking goals). 

1

www.dot.state.fl.us/safety/ped_bike/brochures/ped_bike_brochures_bicycle.htm

2

www.dhs.ca.gov/ps/cdic/epic/bike/documents/BikeHelmetSPAN01.pdf) 

3

www.dot.state.il.us/bikemap/kidsonbikesspanish/kidsbikespanish.pdf

4

www.dot.pima.gov/tpcbac/comparte1.pdf

5

www.permanente.net/kaiser/pdf/7341.pdf

6

www.cure.fau.edu/pedcenter/downloads/spanishcard.pdf
16

In addition, Pedestrian-Bicycle Coordinators in all 50 States, the District of Columbia, Guam, and 

Puerto Rico were contacted via email to determine what, if any, Spanish language materials they had 

used. Finally, several organizations and agencies suggested by NHTSA were also contacted. These 

agencies included: 

• American Academy of Pediatrics. 

• Centers for Disease Control. 

• Children’s Safety Network. 

• Consumer Product Safety Commission. 

• League of American Bicyclists. 

• National Bicycle Dealers Association. 

• Thunderhead Alliance. 

The following questions were asked of the State Pedestrian-Bicycle Coordinators and the 

organizations/agencies: 

1. Has your office put out any Spanish-language materials on bicycle or pedestrian safety? 

2. If yes, how are you distributing these materials or reaching the target audience? What have 

you found to be the best way(s) to reach the audience? 

3. Have the materials themselves and the outreach mechanisms been effective? 

As of March 4, 2005, responses had been received from 18 of the States, the District of Columbia, 

and 4 of the 7 organizations. These responses from the States are summarized in Table A-2. 

Summary of Responses from Pedestrian Byicyle Coordinators and the responses from the 

organizations are summarized in Table A-3. Summary of Responses from Organization. Any State or 

organization from which no information was received in not listed in the table; however, as 

information is received, it will be considered in the development of the marketing materials. 
17

Table A-2. Summary of Responses from Pedestrian-Bicycle Coordinators 

State Response 

California California Highway Patrol produces brochures on various traffic safety topics, 

including Patinetas y Patines (Skateboards, Rollerblades & Scooters) 

District of Columbia ¡Proteja la cabeza de su niño! (Protect Your Child’s Head)—California Department 

of Health Services 

Florida Cómo ajustar un casco para ciclistas (How to Fit a Cyclist’s Helmet) (brochure) 

Mira Izquierda Derecha Izquierda (Look Left Right Left) – produced by Florida DOT 

Idaho The Bicycle/Pedestrian Coordinator distributes Safe Ride News publications and fact 

sheets through county driver’s license offices, schools upon request, and others 

Illinois Los chicos y las bicicletas en Illinois (Kids on Bikes in Illinois) (primary target 

audience of this booklet is children ages 9 to 11). These brochures are available to 

anyone requesting them in hard copy. In the past, they have been sent to schools with 

Hispanic students and have been distributed at Bike Shows and conferences around 

the state. It is difficult to evaluate the effectiveness, but they are in continual demand 

and there have been several reprintings. 

New Mexico Currently translating a bicycle awareness brochure into Spanish 

Oregon Oregon DOT sent multiple copies of its Manual del Ciclista (Bicycle Manual). It is 

not available online. 

Rhode Island The Rhode Island Department of Health has not produced its own materials. Instead, 

the department has distributed Spanish-language National SAFE KIDS and AAA 

materials at school and community events and health fairs: 

• Pedestrian Safety (SAFE KIDS) 

• Walkability Checklist (SAFE KIDS) 

• Safe Walking Tips (AAA) 

The department has not distributed any Spanish-language materials on bicycle safety. 

Arizona Nevada 

Georgia New Hampshire 

Indiana New Jersey 

Massachusetts New York 

Michigan North Carolina 

Minnesota North Dakota 

Missouri Tennessee 

Nebraska Vermont 

Nothing in Spanish 

Phone responses: Massachusetts, Minnesota, Tennessee. 

Other States responded by e-mail. 
18

Table A-3. Summary of Responses from Organizations 

Organization Response 

Children’s Safety Network “Educación de seguridad en el tránsito” (EST) (5).

Thunderhead Alliance This is a national alliance of state and local bicycle 

coalitions. The Executive Director suggested the 

Chicagoland Bicycle Federation (www.biketraffic.org), LA 

County Bicycle Coalition (www.labikecoalition.org), 

Florida Bicycle Association (www.floridabicycle.org), and 

Texas Bicycle Coalition (www.biketexas.org). 

American Academy of Pediatrics E-mail response: “The AAP has not put out any Spanishlanguage materials on bicycle or pedestrian safety.”

National Bicycle Dealers Association E-mail response: “Sounds like an excellent project, but we 

have nothing in Spanish.”

Centers for Disease Control Phone response: Suggested two organizations - 

www.safekids.org and www.iwalktoschool.org.

Florida Bicycle Association The FBA has English and Spanish PSAs on “Go with the 

Flow” and “Get Out and Ride.” The PSAs are available 

online at www.floridabicycle.org. 

Los Angeles County Bicycle Coalition The Los Angeles County Bicycle Coalition prepared a 

report called Enhanced Public Outreach Project for 

Metro’s Bicycle Transportation Strategic Plan. Data 

collection included both English and Spanish surveys of 

bicyclists. 

The Coalition distributes Spanish and bilingual 

English/Spanish materials produced by the Los Angeles 

DOT, Metro, and other area agencies. 

Chicagoland Bicycle Federation The Chicagoland Bicycle Federation created a series of 

pamphlets in Spanish: 

Ciclistas: ¿Desean respeto? 

Ciclistas: ¡No viajen por la acera! 

Ciclismo seguro en Chicago 

Cómo asegurar su bicicleta 

Cómo usar el carril para bicicletas 

Consejos para los motoristas 

Los chicos y la bicicleta en Chicago 

The Chicago Bicycle Federation also produced a bilingual 

coloring book, Kids on Foot in Chicago / Niños caminando 

en Chicago. 

Texas Bicycle Coalition The Texas Bicycle Coalition is working with universities to 

get student teachers certified to teach a course, SuperCycle, 

to 4th and 5th graders. 
19

The review of the materials demonstrated that a variety of different types of materials on a variety of 

different topics have been produced for Hispanic audiences. There was no overall theme identified in 

the materials and not necessarily any connectivity between any of the documents. The print 

documents do provide an idea of the visual layouts that have been used and, in some cases, illustrate 

what may work and what may not (i.e., some are more graphics oriented, while others rely more 

heavily on textual descriptions). This visual aspect will be considered when developing the 

marketing materials for this project. 

A.3 Analyze and Synthesize Information 

Once all the information was gathered, the information from all sources was analyzed and 

synthesized. This section presents a synthesis of the results in terms of the EST outline and the key 

questions developed to address the items in the outline. The results are first shown for the literature, 

followed by the results of the focus groups. 

A.3.1 Identify the Audience 

In order to develop an effective outreach campaign, it was important to identify the audience. In 

other words, who exactly is the target of the campaign? Who relates to age and sex of the audience, 

culture, and how long they have been in the United States. 

A.3.1.1 Which Hispanic groups should be targeted? 

FHWA and NHTSA sponsored a research project in 2004 related to Hispanic pedestrian and bicycle 

safety. As part of this research, crash data from 1999 through 2003 were analyzed. Pedestrian and 

bicycle fatalities were examined by ethnicity, gender, age, and alcohol involvement. (1) In addition, 

8 focus groups were conducted with 62 Hispanic men and women who walked or rode a bicycle 

regularly. (6) Focus group participants mentioned that new immigrants and those less informed about 

the laws as being at increased risk of a crash. 

In particular, the participants reported that Hispanics who are recent immigrants, low in acculturation, 

or possess limited English language skills are those who are most confused about the U.S. traffic 

safety system. 

A.3.1.2 Should different cultural groups be targeted? 

Focus group participants in the 2004 FHWA/NHTSA-sponsored study did not think that any one 

Hispanic cultural group was more at risk. Moreover, participants agreed that, while each Hispanic 

culture is unique, the differences among Hispanic cultures as they pertain to pedestrian and bicycle 

safety are relatively minor. (6) However, based on the crash statistics, Hispanics of Mexican origin 

account for roughly two-thirds of all fatalities among Hispanic pedestrians and bicyclists. Among all 

Hispanics, about 67 percent of pedestrian fatalities and 89 percent of bicyclist fatalities occurred to 

males. (38) 

A.3.1.3 What age groups should be targeted? 

Focus group participants in the 2004 FHWA/NHTSA sponsored study reported that children were 

most likely to be in a crash, but that seniors were also at increased risk. (6) Crash statistics showed 
20

that there was a higher percentage of fatalities among Hispanic pedestrians and bicyclists aged 21-29, 

compared to non-Hispanic pedestrians and bicyclists in the same age group. (38) 

In 2001, a child passenger safety campaign was developed in partnership between NHTSA, the 

National Latino Children’s Institute (NLCI), and Nationwide Insurance. (4) The results showed that: 

• Future projects should include special outreach activities and messages for immigrant groups. 

• Special events and traffic safety messages need to be targeted to all extended family members 

with encouragement to spread the word to other members of the family. Everyone must be 

responsible for the family’s safety. 

• A strategy targeting Latino fathers, brothers and uncles must be developed in order to create 

lasting behavior change in the Latino household. 

A.3.2 Understand the Audience and the Safety Topic 

After the target audience has been identified, it is important to develop an understanding of the 

audience and how the safety topic relates to them. 

A.3.2.1 In what pedestrian and bicycle safety-related areas is communication with 

Hispanic audiences most needed? 

Focus group participants in the 2004 FHWA/NHTSA study had a general awareness of traffic signs 

and regulations; they were familiar with some aspects of the U.S. traffic system, including signs, 

signals, and laws. However, their knowledge was somewhat vague. For example, some pedestrians 

were unsure of what the blinking hand meant at a crosswalk. Several bicyclists questioned whether 

biking rules existed. In addition, traffic signs in English confused some participants. Participants 

reported that there is a lack of basic information on pedestrian and bicycle safety. The main sources 

of knowledge were their peers and taking their driver’s exam. Pedestrian focus group participants 

suggested that more education be provided on these pedestrian safety-related areas: 

• Stopping at every light. 

• Looking both ways before crossing the street. 

• Obeying the laws. 

• Respecting the lights. 

• Crossing only in pedestrian walkways. 

• Education about what to do at yellow lights. 

• Education about how cars can slide in snow and bad weather. 

Bicycle focus group participants were interested in information on laws, precautions, risks, and 

positive and negative things about being a bicyclist. They also thought that educating drivers on 

bicycle safety was critical. (6) 

According to crash data analyzed as part of the same study, pedestrian and bicyclist fatalities among 

Hispanics were more likely to occur in urban areas than pedestrian fatalities among Non-Hispanic 

Whites or Non-Hispanic Blacks. Bicyclist fatalities among Hispanics were more likely to occur at or 

near an intersection than bicyclist fatalities among non-Hispanic Whites or Non-Hispanic Blacks. (1) 

The authors point out that about one-fifth of fatal pedestrian crashes are intersection or intersectionrelated. About 9 percent of fatal pedestrian crashes occur at a signalized intersection. These numbers 
21

are applicable to both Hispanic and non-Hispanic pedestrian fatalities. According to the authors, 

intersections on multi-lane roadways are a potential topic for educational programs that target 

Hispanic bicyclists. The authors also recommend that (1) campaigns should focus on the need to 

obey traffic laws, how to use crosswalks, and pedestrian/bicyclist rights and responsibilities; and (2) 

local programs should focus on the specific pedestrian/bicyclist problems in each community. 

Focus group participants for this study reported that Hispanics, as a cultural group, have limited 

knowledge about U.S. traffic safety laws. This lack of knowledge is driven by cultural differences 

(i.e., differences between Latin American countries and the U.S. in traffic behaviors), as well as by 

language barriers. The result is that specific features of the U.S. traffic safety system are consistently 

confusing to Hispanics who are recent immigrants, low in acculturation, or possess limited English 

language skills. These include general differences in how traffic laws are enforced, differences in 

signs, the importance of crossing only in marked areas, how to read walk/don’t walk signs, and how 

to push the button to call for a walk signal on a crosswalk. This result shows the importance of using 

more than just materials to change behaviors. 

Participants readily self-reported that they would like to know more about U.S. traffic safety laws. 

There was a consensus among group members that Hispanics needed additional general information 

on traffic safety issues. They reported that Hispanics need to know more about: 

• Traffic signs (including exactly what signs mean; many signs are the same in Latin American 

countries, but understanding these signs is still an issue). 

• How traffic regulations are enforced (i.e., via ticketing) in the U.S. (regulations tend not to be 

enforced as strictly in Latin American countries). 

• How to cross the street safely (including only crossing at intersections, using crosswalks, 

understanding walk/don’t walk signs, and pushing a button to get a walk signal). 

• Where pedestrians should walk/bicyclists should ride (there was confusion over whether 

bicyclists can or should ride on sidewalks, for example). 

• Overall tips related to the importance of being cautious. 

In the focus groups, participants were told that Hispanics were especially at risk for accidents, and 

this was viewed as important information that should be included in educational materials. 

A.3.3 Understand Effective Principles of Health/Safety Communication 

One of the most significant references found in the literature review was the Corazón de mi vida 

campaign. (4) The Corazón de mi vida campaign is a child passenger safety campaign developed in 

partnership between NHTSA, the National Latino Children’s Institute (NLCI), and Nationwide 

Insurance. Corazón de mi vida reaches the Latino community using appealing culture-based 

materials combined with four unique community activities, including: (1) parent pláticas, gatherings 

at Head Start and childcare centers, churches, clinics, and community centers to discuss child 

passenger safety and common attitudes; (2) press conferences where communities are encouraged to 

use special days to promote media coverage for child passenger safety; (3) safety seat “blessings,” 

moving spiritual ceremonies that result in personal commitments to protect children; and (4) safety 

seat clinics to encourage families to drive up to checkpoints to test the installation of their safety 

seats. The materials include a variety of hangers, tags, bumper stickers, lotería games, and a video. 

Twelve community-based organizations were invited to participate in the development and pilot 

testing of the Corazón de mi vida materials and strategies. Additional pilot tests were conducted in 

El Paso and Del Rio. Each program participated in a training session and received a video on how to 

organize a Corazón de mi vida plática, press conference, blessing, and safety seat clinic. 
22

Findings from the pilot test indicated that although the Corazón de mi vida materials provide 

information in an easy-to-use manner and offer innovative reminders, the materials alone were not 

enough to change behavior. Parents and family members indicated that commitment to passenger 

safety practices was more likely to occur when the materials were used in combination with at least 

one of the community outreach activities. The greatest improvement in Latino safety behavior 

occurred when all four activities were held within the community, and when respected leaders of the 

community as well as family members reinforced the messages. 

The messages and activities of the Corazón de mi vida program connect personally with each 

participant. They work because: 

• They center on the value of the family as the reason to practice passenger safety. 

• The messages build on the oral traditions of the Latino community, utilizing rhymes, riddles, 

dichos (sayings), and finger games as reminders. 

• Family gatherings and cultural celebrations are the key outreach tools. El Día de los Niños, 

birthdays, El Día de los Muertos and Mother’s Day are recommended for special events such 

as safety seat clinics. 

• Both Spanish and English are used to convey information. 

• The messages build on what families are already doing right. 

• Strategies are targeted to different ages and roles so that everyone who lives in the household 

can reinforce the message. 

• Information is relayed through trusted community organizations as well as family members 

and friends. 

• The Hispanic media plays a significant role in getting the message out. 

A.3.3.2 What types of messages are most likely to have the most impact? 

In 1995, NHTSA sponsored a study to identify the highway safety needs of Hispanic communities 

within the United States. (7) Interviews with representatives of public and other agencies actively 

involved with Hispanic communities and focus groups with members of Hispanic communities were 

used to gather information. The results of the study showed that, in promoting health and safety, 

community members recommended developing themes that have some relationship to their lives and 

agreed that the family is one of the most powerful symbols in the Hispanic community. The 

organizational representatives emphasized the importance of personal contact and establishing 

relationships within the community. Effective strategies include: 

• Realistic messages. 

• Person-to-person contact. 

• Public service announcements. 

• Message delivery through schools, churches, and community-based organizations. 

Strategies to be avoided include: 

• Impersonal approaches. 

• The use of aggressive or enforcement-oriented messages. 

• The tendency to ignore the diversity within Hispanic communities. 

• Study participants pointed out differences among different Hispanic groups and 

differences caused by the length of time in the U.S. and the acculturation process. 
23

• According to some agency representatives, a common mistake is to assume that all 

Hispanics want to speak Spanish. 

• Presentations that come across as disrespectful or condescending. 

• Excluding key members of the community from program development and implementation. 

Specifically, focus group participants called for graphic and explicit descriptions of motor vehicle 

crashes and the impact on families. 

In 2002, Mecklenburg County, NC, developed a Safe Communities Program by producing culturally 

sensitive materials to reduce drinking and driving among Latinos in the county. From focus groups, 

they learned that the materials should focus consequences to the family, a genre popular among 

Latinos. (8) One of the RadioNovelas involves a woman being informed by a police officer that her 

husband has died in an impaired driving crash. The woman is concerned about taking care of the 

family and how they will manage without her husband. Another RadioNovela involves a man who 

has been injured in a drunk driving crash. A physician informs him that he was unable to save his leg 

during an emergency operation. The man is then concerned about how he will be able to take care of 

his family. 

A bilingual video developed by El Pueblo, Inc., in North Carolina covers topics such as how to get a 

driver’s license, the importance of using safety belts and child passenger seats, and the possible 

impacts of actions, such as driving under the influence, on the family. (27)

Street Smart is a pedestrian and bicycle safety and public awareness program in the Washington, DC, 

metropolitan area with the goal of educating the public on pedestrian and bicycle safety issues and 

laws. Street Smart started in 2002, and the most recent implementation took place in April 2004. 

The campaign is not targeted solely at Hispanics. Campaign materials urge drivers to “Imagine the 

Impact” of a crash on the lives and families of pedestrians, cyclists, and drivers. (9) 

A study to design effective multi-media campaigns to reduce motor vehicle crashes in communities 

of recent Latino immigrants employed focus groups with Latino immigrants in three U.S. Cities. 

Results showed that many newly arrived Latino immigrants need to be informed about traffic safety 

laws. Focus group participants preferred that messages reflect real life or real stories, and be 

delivered by real people as opposed to celebrities. In three focus groups with Latino immigrants in 

three U.S. cities, results showed that, because of low literacy among many Latinos, effective 

messages must be clear, consistent, and free of jargon. In addition, messages should go beyond 

slogans like “Don’t Drink and Drive” and preaching, and instead allow recipients to make their own 

conclusions. (10) 

Participants in the focus groups conducted for this study generally did not like the idea of humorous 

messages, although reaction was inconsistent. While they are attention-getting, the topic of traffic 

safety is not a humorous subject and they would therefore be in bad taste. Participants’ reactions to 

messages with shock value were more consistent. Overall, participants thought such messages could 

get their attention and cause them to think about the importance of traffic safety. In fact, this was one 

of two favorite types of messages discussed in the groups. There was a sense among participants, 

however, that messages should not be too shocking or scary, as this may have a negative impact. 

The other favorite message type among participants focused on the importance of being safe because 

you love your family. They liked the idea of materials that focused on family and community, and 

thought such materials would resonate well with Hispanic cultural values. As with messages on 

acting out of family love, messages on sparing your family the trauma of loss were likewise reacted 

to favorably. This is, of course, closely related to being safe because you love your family; however, 

sparing your family the trauma of loss messages were slightly less preferred than being safe because 
24

you love your family messages. If messages on avoidance of trauma were used, participants thought 

they should focus on true stories of family trauma. 

Participants had a favorable reaction to messages focused on general information. For example, such 

messages showed and explained traffic signs or encouraged people to use crosswalks. Participants 

appreciated the clarity of these messages, although their slight preference was for messages with 

more emotional content. Participants also did not like general information messages that contained 

too much textual information or that were overly simplistic and thus condescending. 

A.3.3.3 What format and graphics are culturally appropriate? 

Focus group participants from the 2004 FHWA/NHTSA study said materials should include graphics 

and other visuals and not rely too heavily on text. (6) Likewise, focus group participants in the 2002 

Mecklenburg County Safe Communities Program recommended the use of photos and verbal 

information, as opposed to a large amount of text, was important. (8) 

The EST project suggested that messages for parents that emphasize the value of family and that 

messages be written in a positive way (such as “Protect Yourself – Drive Sober” instead of “Don’t 

Drink and Drive”). (27) Regarding graphics, the EST project suggested the use of faces that look like 

the target population, faces of people that the target audience knows and respects (such as community 

and religious leaders), popular celebrities, and photographs rather than illustrations. (27) 

Participants in the focus groups conducted for this study reported that all materials should be 

relatively concise: participants were willing to listen to a commercial for up to a minute, and were 

willing to spend 2-3 minutes reading a flyer, advertisement, or brochure. All print materials should 

be written at a very low literacy level and should rely on images as well as text to convey their 

message. 

A.3.3.4 What are the best media for getting the messages across? 

Focus group participants from the 2004 FHWA/NHTSA study suggested that information be 

distributed via television, radio, newspaper, commercials, soap operas, public service 

announcements, word-of-mouth advertising campaigns, posters, flyers, bumper stickers, and 

manuals/maps for bicyclists. (6) 

Focus group participants from the 1995 NHTSA study, particularly from urban areas, viewed 

television as the medium with the most potential for disseminating traffic safety information to the 

Hispanic population. (7) The report also notes that the most effective medium may differ by location. 

Focus group participants in the 2002 Mecklenburg County Safe Communities Program thought that 

the messages should be seen and heard in a variety of places. (8) 

Recommendations from the Corazón de mi vida pilot test include. (4) 

• The Latino community has its own vehicles for communication, and these must be used in 

order to reach the community. For example, most participants found about the Corazón de mi 

vida events through word of mouth or through flyers handed to them personally at trusted 

organizations (i.e., child care center, Head Start, etc.). 

• Nontraditional outreach strategies need to be used to make the connection with Latinos. There 

is mistrust of government and large institutions, (4) so safety events should be planned at the 

local Head Start Center, clinic, multiservice center, neighborhood store, or park. Latinos must 

see themselves appropriately represented in messages, materials, and events. 
25

• Latinos are more likely to use information presented by a relative, trusted friend, a service 

provider with which they have a relationship, or through an event sponsored by an 

organization they trust. 

• Future outreach efforts should take into account the informal communication patterns in the 

Latino community. 

• Safety events should be planned at the local Head Start center, clinic, multiservice center, 

neighborhood store, or park, rather than across town at large institutions such as hospitals. 

• Special events and holidays (such as El Día de los Niños, birthdays, El Día de los Muertos, 

and Mother’s Day) should be carefully explored for every opportunity to connect with Latino 

families. 

The ¡Yo cuento! campaign is intended to encourage people who currently walk for purposeful trips to 

continue to do so, and to encourage those who currently drive, even for short trips, to choose to make 

at least some of those trips by foot. Billboards depicting the family of BaldoTM comic strip 

characters, with the slogan “Una Familia Activa Vive Mejor ¡Camina!” (An Active Family Lives 

Better. Walk!) are being placed at strategic locations around the district, and hundreds of “¡Éntrale!” 

(Come in, or join us!) door decals featuring the campaign logo are being installed on every public 

entrance made available to the program, to demonstrate unified support from area businesses. (11) 

The North Central Texas Council of Governments is now looking at ways to gauge success. (12) 

The Mecklenburg County Safe Communities Program found the most effective means of 

communication was through “fotonovelas” (i.e., photographic storytelling brochures) and 

“radionovelas” (i.e., soap opera-style segments) focusing on the pertinent educational points. (8) 

Street Smart utilized multiple resources and media: TV and radio spots, print ads, outdoor media 

including transit shelters and bus backs, posters, handouts, and more. Enforcement activities (i.e., 

pedestrian stings) were also conducted. Spanish media included Telemundo (TV), El Tiempo Latino 

(a newspaper), and some transit shelter signs. (9) The Metropolitan Washington Council of 

Governments (MWCOG) received some comments about grammatical mistakes in the Spanishlanguage posters. MWCOG also had some positive comments on how the radio ads played in 

Spanish. No focus groups were held to obtain feedback. (13) 

Madrina-Padrino Public Safety Project was a 1-year pilot educational program on traffic and public 

safety that ended on December 31, 2004. Through its culturally competent approach, this project 

relied upon community-based organizations to serve as madrinas (godmothers) and padrinos 

(godfathers), or trusted friends, who pledge to ensure the community's safety and wellbeing and to 

counsel, advocate for, and strengthen families in the pursuit of greater public safety. This project 

published feature stories in Hispanic newspapers to create interest and built trust between the 

Hispanic community and law enforcement, used Hispanic newspapers and radio to promote the 

education and training to be offered by community-based organizations, and secured TV news 

coverage of training. (14) 

The results of NHTSA-sponsored focus groups in 2001 with Latinos in three cities showed that 

television appears to be the preferred medium, as focus group participants spent more time watching 

television (especially telenovelas on weekdays and sports programs on weekends) than listening to 

the radio. Fotonovelas were also suggested as a way to transmit messages, and can be distributed in 

some areas as newspaper inserts. Newspapers seem to have limited impact, in light of limited 

educational levels among many Latinos. Also, many U.S.-educated Latinos do not read Spanish print 

media. (10) 
26

In August 2003, Cheskin, a consulting and strategic market research firm, reported that Hispanic print 

constitutes an up-and-coming set of media in the U.S. Examples of successful print media in the U.S. 

Hispanic market include dailies such as: La Opinion, El Nuevo Herald, and El Diario La Prensa; and 

magazines such as: Healthy Kids en Español, Ser Padres, People en Español, Latina, and Selecciones 

del Reader’s Digest. All these magazines have listened to the consumer and have created and 

reinforced the content Hispanics appreciate. (15) 

In October 2003, an in-school publication developed through a partnership with the Kid Guardian 

Foundation, Los Angeles County Sheriff's Department, Los Angeles Unified School District 

(LAUSD) School Safe Traffic Zone and La Opinion newspaper was distributed. A total of 353,000 

handbooks went to K-3 students from the Los Angeles Unified School District and S.T.A.R. (Success 

Through Awareness and Resistance) Unit participating schools and as an insert in the Sunday edition 

of La Opinion newspaper reaching more than 100,000 families throughout Los Angeles. The 

handbook provided parents and children with written stories on the subject and included lesson ideas 

for teachers to develop and carry out in the classroom. (16) 

In August 2000, the Lincoln-Lancaster County (Nebraska) Health Department Traffic Safety 

Program, the School Traffic Education and Enforcement Program, and Lincoln-Lancaster County 

Safe Communities came together to reduce the number of pedestrian injuries among the county's 

rapidly growing Hispanic population. Three elementary schools with a significant proportion of 

Hispanic students conducted observational surveys on pedestrian safety in the neighborhoods around 

the schools. Interventions based on the data gathered in these surveys included multilingual 

educational materials for parents, peer education activities, and the creation of pedestrian safety 

videos in both English and Spanish. Pedestrian safety resource packets were distributed to all 50 

public and parochial schools in the county. The program also developed a website that allows the 

public to report unsafe behaviors of students or motorists around schools, as well as traffic safety 

assessments to evaluate the safety habits of both young pedestrians and motorists in the vicinity of 

the schools. (17) 

The use of pictures or photographs of familiar scenes and activities is another effective strategy. For 

example, images of soccer (which is popular in Latin America) may be more appealing than images 

of American football. (27) 

The EST project also advises that graphics should be respectful (do not reinforce negative 

stereotypes) and inclusive (if the whole family is being targeted, include grandparents because many 

Hispanics live in extended family situations). (27) 

Participants in the focus groups conducted for this study expressed an interest in information from a 

variety of media. They were interested in television, radio, newspaper, and magazine advertisements, 

as well as in brochures, posters, and information for students. Among these options, television 

advertisements are most preferred, followed by posters and information distributed at schools. Print 

materials were seen as most useful because participants were interested in taking them home and 

looking at them on their own time. Participants were not interested in fotonovelas, radionovelas, 

buttons, calendars, or bumper stickers as a means to distribute information. 

A.3.4 Use Accurate and Appropriate Language 

Rather than just assuming that the materials should all be in Spanish, it was important to determine 

how the audience wants to receive information and what has worked well in past outreach campaigns. 
27

A.3.4.2 Should materials be presented in just Spanish, or in English and 

Portuguese as well? 

Focus group participants in the 2004 FHWA/NHTSA-sponsored study said that materials should be 

bilingual in Spanish and English. (6) 

Agency representatives interviewed in the 1995 NHTSA study said that bilingual materials are 

generally preferred, but that English only may sometimes be appropriate. (7) A common mistake 

noted by some agency representatives is the assumption that all Hispanics want to speak Spanish, 

which can be patronizing and a turn-off. The preferred language depends on age and acculturation. 

Street Smart conveyed information in both English and Spanish. (9) The Spanish materials were 

translations of the English materials. (13) 

According to the EST project, material should be written as if it were for Spanish speakers initially. 

A word-for-word translation from English to Spanish will not capture the meaning of all essential 

points and may come across as an “afterthought.” (27) The EST project cites the example of an 

informational card, developed in Indiana, about child passenger safety. The English side of the card 

has a law enforcement message: “Buckle Me Up Properly: That’s the Law.” The Spanish side has 

different photographs and a different message, with a focus on safety instead of law enforcement. 

The message is roughly translated as “A mother’s arms are not always the safest place.” (27) 

In a January 2005 article, according to collective experience at Cheskin, bilingual marketing 

documents are appropriate for various reasons. Those Hispanics who prefer Spanish as their 

dominant language do so because they feel that they are being taken into account when they receive 

marketing material that includes information in Spanish. They also like the English language 

material as it helps them learn English, especially the technical terms. In addition, Hispanics believe 

that the English language makes the document more legitimate. The legitimacy brings with it an 

emotional benefit, namely, respondents describe a feeling as being part of the U.S. (18) 

A.3.4.3 How should multiple languages be presented in the documents? 

If materials are to be presented in two or more languages, what is the best way to accomplish this? 

Should materials be translated line by line? Should the materials be presented with one side in 

Spanish and the other side in English (or front to back)? Or should two separate documents be 

produced? According to Cheskin’s intercultural team, it is best to offer bilingual documents with 

pages side-by-side or front-to-back. This option allows people to understand one concept at a time 

and to learn the technical distinctions as full concepts. (18) 

A.3.5 Disseminate in an Effective Way 

A.3.5.2 Who are the key partners in the outreach effort? 

Partnerships can be critical in helping spread the word, especially in certain communities. One 

common theme throughout the literature and past outreach campaigns is the importance of family in 

Hispanic communities, as well as the effectiveness of using trusted leaders in the community in 

promoting the safety messages. 

One of the key findings of focus groups of participants at the Latino Traffic Safety Summit in 

Wisconsin was the necessity of building trust between the Latino community and law-enforcement 

agencies. (19) 
28

As an example of building trust between the Latino community and law-enforcement, the Florida 

Highway Patrol (FHP) created the Salvando Vidas (Saving Lives). This program, created in 2004, 

was designed to promote traffic safety among Northeast Florida's Hispanic population. By partnering 

with civic, religious, government, and non-profit organizations, the FHP sought to serve this unique 

community and promote general traffic safety, vehicle safety, seatbelt use, child restraint use, and 

driving under the influence (DUI) awareness among this target population. 

Some key goals of the program are to: 

• Foster trust between law enforcement and the Hispanic community. 

• Promote a safer driving environment through targeted education. 

• Encourage compliance with State traffic laws. 

• Provide low income families with child safety seats. 

• Educate drivers about the dangers of drinking and driving. 

The Salvando Vidas outreach program allows FHP Troopers, who are either of Hispanic ancestry or 

are bilingual and/or bicultural, to be designated as Salvando Vidas Coordinators. These coordinators 

work within the Hispanic community to organize community safety events, provide traffic safety 

education presentations, and serve as role models in the community. In addition, FHP has established 

a telephone voice mailbox for callers in the Jacksonville area, which offers a message in Spanish with 

information about the program. (20) 

Since 1987, the California Highway Patrol (CHP) has been proactively involved in a traffic safety 

outreach program, El Protector, directed at the Hispanic community. It places special emphasis on 

educating through dialogue with the community, instead of focusing on enforcement measures. The 

goal of the El Protector Program is to reduce the disproportionate number of Hispanic drivers and 

victims involved in traffic related collisions. Activities are designed to educate and encourage 

positive traffic safety behavior and to build better community relations between the community and 

law enforcement agencies. Such community opportunities arise at local neighborhood/town hall 

meetings, educational functions, media, and at other community related forums. The driving force 

and focus of this program is the use of a CHP officer of Hispanic ancestry or officers that are 

bilingual and bicultural; such an officer is known as an El Protector Program Coordinator. The 

coordinator organizes community events, provides traffic safety education presentations, and serves 

as a Hispanic role model. (21) 

In February 2004, the New Jersey Department of Community Affairs Center for Hispanic Policy, 

Research, and Development, in partnership with the Department of Law and Public Safety’s Division 

of Highway Traffic Safety, awarded $270,000 in funding to support Hispanic nonprofit organizations 

participating in a “Partnering for Traffic Safety” program. The funding went to assist nine Hispanic 

organizations to develop public education programs geared toward raising child seatbelt and car seat 

awareness in the Hispanic community. “Nonprofit, community-based programs are a great untapped 

resource in our effort to educate the public about traffic safety,” said Roberto Rodriquez, Director of 

the Division of Highway Traffic Safety. “I am excited about this new partnership that will, for the 

first time, allow our finding to be channeled directly to these local agencies that work closely with 

members of the Hispanic community.” (22) 

One recommendation from the Corazón de mi vida pilot test was that large institutions and State and 

city governments need to be encouraged to create partnerships with Latino community-based 

organizations and to make funds available to them for costs associated with safety activities. Small 

organizations cannot join partnerships if their overhead costs are not covered. (4) During 2004, 

Corazón de mi vida was launched in Kansas City, MO, and Santa Ana, CA. The local partners in 
29

Kansas City were the Guadalupe Center and El Centro, Inc. The local partner in Santa Ana was 

Latino Health Access. (23, 24) 

To develop the ¡Yo cuento! campaign, a group of key stakeholders formed a committee to help guide 

the campaign to reach the widest audience possible. This ¡Yo cuento! committee is working with 

support from the Greater Dallas Hispanic Chamber, the Oak Cliff Chamber, the Cooper Institute, and 

others to maximize saturation throughout the mile-square district. The committee is providing input 

and direction on potential strategies (i.e., what would work best), as well as messages and graphic 

images for the campaign. The campaign was publicized through news articles in Spanish-language 

newspapers and through outreach at community events for Hispanics. (11, 12) 

The EST guidelines (27) state that “If materials are to influence attitudes and change behavior, they 

must consider cultural and linguistic factors, contain correct traffic safety information, and utilize 

principles of effective health communication.” Therefore, the guidelines encourage the reader to find 

partners who can contribute expertise in these areas. Examples include national and local 

organizations that serve the Latino community, traffic safety organizations, and agencies that 

specialize in health education. During the development of the materials, feedback should be solicited 

from both professionals and community residents with regard to whether the messages are clear and 

relevant, whether the language is appropriate, and whether the graphics and design are appealing. 

(27) 

A.3.5.3 Who should help distribute and promote the safety information within the 

community? 

In the Corazón de mi vida campaign, information is relayed through trusted community 

organizations, as well as family members and friends. (4) A recommendation from the Corazón de 

mi vida campaign was to have information presented by a relative, trusted friend, a service provider 

with which they have a relationship, or through an event sponsored by an organization they trust. (4) 

Focus group participants from the National Program to Design Effective Multi-Media Campaigns to 

Reduce Motor Vehicles Crashes in Communities of Recent Latino Immigrants preferred that 

messages reflect real life or real stories, and be delivered by real people as opposed to celebrities. 

(10) 

In 2001, NHTSA selected Hispanic communities in Boston and surrounding areas to introduce the 

NHTSA mission of reducing the number of motor vehicle injuries and deaths among Hispanics in the 

area. They began by sending letters of introduction requesting a meeting, along with packets of 

information and sample materials to eight public and non-profit grassroots organizations in 

Massachusetts. NHTSA met face-to-face with four of the agencies in an effort. As a direct result of 

these meetings, each agency now understands that traffic safety is a worthy topic and now knows 

how and where to access educational materials and programs to begin to address concerns. While 

these grassroots organizations need a fair amount of TLC, they have credibility in their communities 

and have the direct contact with the populations in need of this information. (25) 

Participants in the focus groups recently conducted for this ongoing FHWA/NHTSA marketing study 

thought that they had a role to play in distributing such information via conversations with friends 

and family members. In addition, information spread via word-of-mouth (e.g., through a network of 

Hispanics trained to educate others on this topic) would also be appreciated. 
30

A.3.5.4 Where should the materials be distributed? 

The focus group participants in the 2004 FHWA/NHTSA study suggested that information be 

distributed at soccer games, public transit stations and bus shelters, churches, schools, supermarkets, 

doctor’s offices, community centers, libraries, motor vehicle offices, and bike stores. (6) 

The Corazón de mi vida campaign works because it holds safety events at the local Head Start center, 

clinics, multiservice centers, neighborhood stores, or parks, rather than across town at large 

institutions such as hospitals. Family gatherings, special events, holidays, and cultural celebrations 

are also considered as key outreach opportunities. El Día de los Niños, birthdays, El Día de los 

Muertos, and Mother’s Day are recommended for special events. (4) 

In the 1995 NHTSA-sponsored study to identify the highway safety needs of Hispanic communities, 

the results suggested message delivery through schools, churches, and community-based 

organizations as effective strategies. (7) 

University of Illinois, Chicago/Illinois Hispanic Safe Communities (UIC/IHSC) is a statewide 

coalition focusing on Hispanic communities in Illinois. UIC/IHSC conducted a study to define the 

Hispanic traffic injury problem using local data. Department of Public Health data indicated that 

Hispanics were killed in traffic collisions at a rate double that of their representation in the 

population. The project staff decided to use focus groups in order to understand better what was 

going on in a particular Hispanic community. These focus groups revealed that while Hispanics in 

Illinois were concerned with traffic safety, the issue was often overshadowed by concerns with gangs 

and violence. The research also revealed that few of the participants had any formal driver education 

and that a substantial number were actually driving without a license. Following the focus groups, 

UIC/IHSC and its local partners reached out to Hispanics in a number of ways. They found that 

youth soccer events were effective venues for reaching Hispanics. Also, an effective educational 

event was held in conjunction with a “Scoop the Loop” antique car rally. UIC/IHSC and its partners 

provided traffic education activities for the entire family. For example, police officers walked adults 

wearing “Fatal Vision” goggles, which simulate various blood alcohol levels, while community 

volunteers helped children draw pictures with traffic safety themes. (26) 

Materials can be distributed through programs used by members of the target audience, for example, 

English classes, Head Start, child care agencies, prenatal classes, etc. (27) 

Participants in the focus groups recently conducted for this ongoing FHWA/NHTSA marketing study 

listed a variety of possible locations. The most popular were schools, supermarkets, other stores 

(Wal-Mart and 7-Eleven were noted by name), and churches. There was also some interest in getting 

information through community centers or at doctors’ offices. A few participants mentioned public 

transit stations or motor vehicle offices as possible locations to distribute information. There was 

little to no interest in getting information at soccer games (they go to games for entertainment 

purposes), libraries (few Hispanics visit libraries because most information is in English), or bicycle 

shops (too expensive). 
31

APPENDIX B. 

FHWA/NHTSA/PROJECT TEAM TELECONFERENCE 

FHWA, NHTSA, and members of the project team held a teleconference in June 2005. FHWA and 

NHTSA indicated some priority messages to be conveyed to pedestrians and bicyclists. 

Pedestrians: 

1. Always use the crosswalk when provided to cross the street. However, do not assume that 

drivers will stop for you. Look before crossing. 

2. Know the meaning of the pedestrian signals. The steady walking man symbol means it is fine 

to cross. The flashing hand means that one can continue crossing if already in the street, but 

one should not start to cross. The steady hand means do not cross. 

3. Be predictable. Stay off freeways and restricted zones. Use sidewalks where provided. Cross 

or enter streets where it is legal to do so. 

4. Where no sidewalks are provided, it is safer to walk facing road traffic so you can get out of 

the way if a driver leaves the road. 

5. Use extra caution when crossing multiple lane, higher speed streets. 

Bicyclists: 

6. Always wear a properly fitting bike helmet. 

7. Make sure your bike is properly equipped with lights and reflectors if you are riding on the 

road at dark or under low light conditions (e.g., dusk, rain, fog). 

8. Ride in a straight line and signal for turns and changing lanes. Obey all traffic laws including 

stop signs, traffic lights, and yielding to pedestrians just like a motorist. Ride in the right 

direction and on the right. 

9. Sidewalk riding is unlawful in some areas. Find out the laws in your area. 

Both: 

10. Be wary. Most drivers are nice people, but do not count on them paying attention. Watch out, 

and make eye contact to be sure they see you. 

11. Alcohol and drugs can impair your ability to walk or bike safely, just as they impair a 

person's ability to drive.
32

APPENDIX C. 

PRELIMINARY OUTREACH MATERIALS 

The project team developed two radio PSAs (entirely in Spanish – the scripts include English 

translations), one text PSA (in Spanish, with an English translation), five bilingual brochures, and 

five bilingual flyers. 

Radio PSA #1 features two Mexican-American men talking, and one attempts to cross the street to 

speak with a woman. Since the red hand is displayed on the pedestrian signal, he is nearly hit by a 

car. The sounds of a horn honking and brakes squealing can clearly be heard. The premise is that the 

first man must have been “in a hurry to die” by demonstrating this behavior. At the end of the PSA, a 

voiceover states (in Spanish), “Every seven minutes, a pedestrian is killed in the United States. Too 

many Latinos are among them. Look both ways before you cross the street and respect the traffic 

lights. Teach/show those you love.” 

In radio PSA #2, two Mexican-American women are walking. The younger woman is a recent 

immigrant, while the older has lived in the U.S. for a while. The younger comments on the speed of 

traffic. The older says, “You’ll get used to it.” The sound of cars almost crashing is heard and then 

the older says that she’ll never get used to the traffic at that corner. She then says, sadly, that her 

oldest son was killed while crossing the street at that corner. “He probably thought that the driver 

would stop. You cannot think like that here. You must always look both ways before 

crossing...before it’s too late.” The voiceover is similar to that of the first radio PSA: “Every seven 

minutes, a pedestrian is killed in the United States. Too many Latinos are among them. Be aware of 

the signals and cross carefully. Teach/show those you love.” 

In a text version of PSA #3, two Mexican-American men are talking. One is late for work and rushes 

across the street (while the red hand is displayed on the pedestrian signal) to try to catch the bus. He 

is nearly hit by a car. The second man tells the first, “...I don’t know who’s going to take care of your 

wife and kids after you’ve been hit by a car. Even if you survive, you’re not going to be working for 

a long time.” The ending is the same as in the first radio PSA. 

The brochures and flyers address five topics: 

1. Alcohol 

2. Bike 

3. Caution 

4. Driver 

5. Signals 

For each topic, the brochure and flyer have both similar format and content. Both the brochure and 

flyer are double-sided. The brochures and flyers for each topic have the same general layout. As an 

example, the draft alcohol brochure is shown in Figures C-1 and C-2. 

On the front side (Figure C-1), the large photo on the right depicts two young Hispanic males 

crossing the street diagonally, a car approaching on the far side, dotted lines representing the paths of 

the pedestrians and the driver, and a large “X” showing where a crash could occur. The title reads 

“No sabía” / “I didn’t know...” and a bilingual fact is printed over the photo. The brochures are 

folded such that the large photo, title, and fact are on the cover. 

The left side is a bilingual “dictionary,” with two or three concepts, each with an explanation and a 

photo. The Spanish content is in a black typeface, and the English content is in a blue typeface. 

On the reverse side (Figure C-2) are four messages with explanations (all bilingual) and four photos. 

The Spanish content is in a black typeface, and the English content is in a blue typeface. 
Figure C-1. Front Side of Draft Brochure on Alcohol. 

33
Figure C-2. Reverse Side of Draft Brochure on Alcohol. 

34
35

APPENDIX D. 

FOCUS GROUP TESTING OF OUTREACH MATERIALS 

After the preliminary outreach materials were developed, they were then tested by focus groups with 

Hispanic pedestrians and bicyclists. The objective was to ensure that the materials were effective, 

contextually meaningful, and would resonate with the Hispanic population. One focus group, with 11 

participants, was held in Silver Spring, MD. Another focus group, with 12 participants, was held in 

Colorado Springs, CO. Both focus groups were conducted during October 2005. 

The focus groups were asked questions that addressed the content of the materials, as well as the 

medium (e.g., print, audio/visual). Brochure questions included, “What do you think about the cover 

of the brochure? If you saw this brochure, do you think you would pick it up and read it? Why or 

why not?” Example PSA questions included, “What was your overall opinion about this script? 

What parts of the script did you like? Why? What parts of the script did you dislike? Why?” In 

addition, the focus groups were asked if any words or phrases in the materials were confusing or 

possibly offensive. 

D.1 Feedback on Brochures and Flyers 

In general, participants thought all the flyers and brochures were necessary and important for 

educational purposes; however, most participants suggested changing the cover graphic and text of 

brochures to more accurately portray the message. 

• Most participants thought that the titles of the brochures should be a brighter color to call 

more attention to message of the brochure. 

• Participants liked images depicting a family or more than one person, and were less interested 

in images featuring one individual. It is suggested that pictures be updated to include families 

or groups of people together to show a more realistic situation of how Hispanics walk or ride 

together. 

• Another concern the participants verbalized was that the traffic scenarios were not realistic, 

and that representing the traffic situation that they face on a daily basis is an important change 

that should be made. 

• There were no offensive phrases found in any of the flyers or brochures. However 

participants recommended that the language used in the brochures be simplified for those 

individuals who are less literate, but would find this information equally as useful. 

• In addition, many participants expressed concern with the phrase No sabía (“I didn’t know”), 

and found that opening title confusing. It is recommended the title be changed to one that is 

easier to understand, such as “Do you know?” 

D.1.1 Feedback on PSAs 

Participants thought that with minor changes, the PSAs, like the brochures and flyers, were important 

for informing people of their rights and road safety, especially for those that are less literate. People 

thought both the second PSA and the third PSA were the most important to be played on radio 

stations, however, most did not like the portrayal of characters in the first PSA. 
36

PSA #1 (MEN) 

• Participants had mixed reviews about the PSA featuring two men. While some participants 

liked this PSA, finding the situation with the two guys as funny, other participants thought 

that this PSA was biased and unrealistic. To err on the side of caution, this should be reworked or not used. 

• Overall, participants noted very little confusion in terminology and found the PSA 

informative and useful. 

PSA #2 (WOMEN) 

• Participants liked the PSA featuring women talking. 

• No one found the phrases offensive or difficult to understand. 

• Most participants liked the women’s way of speaking and could clearly understand the 

messages being communicated in the PSA. 

• Overall, participants found the PSA important and informative. 

PSA #3 (Script) 

• Most participants liked this PSA, and especially enjoyed the tone of the speakers. Overall, 

participants thought that this PSA adequately addressed the message being communicated. 

• Participants noted no offensive or confusing phrases.

It was recommended that the brochures be distributed though churches, schools, offices, stores, 

subway/metro stations, community centers, parks and through the mail. Participants noted Western 

Union, Hispanic restaurants, churches, Hispanic organizations (e.g., Casa de Maryland, Centro 

Católico Hispano), and country consulates as places to distribute flyers. Participants thought that the 

PSAs should be played on Hispanic-targeted radio stations in the morning or afternoon. It was also 

suggested that television commercials on this topic be developed as a way to inform the Hispanic 

community about pedestrian and bicycle safety. 
APPENDIX E. 

REVISED OUTREACH MATERIALS 

In accordance with the suggestions made by focus group participants and FHWA and NHTSA, the 

outreach materials were revised. For example, Figure E-E-1 shows a revised front side of the 

brochure on alcohol. The title was changed from “No sabía” / “I didn’t know” to “¿Usted sabía?” / 

“Did you know?” The title and the fact are now in a larger font. The “X” showing where a crash 

could occur has been replaced by the outline of a person on the pavement. 

Figure E-1. Front Side of Revised Brochure on Alcohol. 

Ten thousand copies of each brochure and each flier will be produced and provided to 

FHWA/NHTSA in December 2005. The PSA featuring the two women was considered suitable and 

clear without revision; it will be provided to FHWA/NHTSA by November 2005. The text PSA 

featuring the two men and the bus is in production and will be provided to FHWA/NHTSA by 

November 2005. 

37
38

APPENDIX F. 

REFERENCES 

1. U.S. Department of Transportation, FHWA and NHTSA, Richard L. Knoblauch, Rita Furst 

Seifert, and Nhora Barrera Murphy, The Pedestrian and Bicyclist Highway Safety Problem As 

It Relates to the Hispanic Population in the United States, Report No. DTFH61-03-P-00324 

(Washington, DC, 2004). 

2. U.S. Department of Transportation, NHTSA, NCSA, Traffic Safety Facts: Pedalcyclists. 

Report No. DOT HS 809 768 (Washington, DC, 2003), <http://wwwnrd.nhtsa.dot.gov/pdf/nrd-30/NCSA/TSF2003/809768.pdf> (April 21, 2005). 

3. U.S. Department of Transportation, NHTSA, NCSA, Traffic Safety Facts: Pedestrians. 

Report No. DOT HS 809 769 (Washington, DC, 2003), <http://wwwnrd.nhtsa.dot.gov/pdf/nrd-30/NCSA/TSF2003/809769.pdf> (April 21, 2005). 

4. National Latino Children’s Institute, Corazón de mi vida. Preliminary Findings – Yearlong 

Pilot Test (February 14, 2001), <http://www.nlci.org/kits/Corazon%20report01.htm.> 

(February 4, 2005).

5. AA Foundation for Traffic Safety, Educación de seguridad en el tránsito/Education in Traffic 

Safety, 

<http://www.aaafoundation.org/projects/index.cfm?button=EDCintro&colheight=650> 

(February 2005). 

6. U.S. Department of Transportation, FHWA and NHTSA, Nhora Barrera Murphy and Richard 

Knoblauch, Hispanic Pedestrian and Bicycle Safety: Report of Focus Group Discussions in 

Washington, New York, Miami, and Los Angeles (Washington, DC, July 2004). 

7. U.S. Department of Transportation, NHTSA, Highway Safety Needs of U.S. Hispanic 

Communities: Issues and Strategies, Report DOT HS 808 373 (Washington, DC, September 

1995). 

8. Mecklenburg Safe Communities, Local Research Leads to Innovative DWI Campaign for 

Latinos, <http://www.nhtsa.dot.gov/safecommunities/ServiceCenter/scnews/features4.html> 

(July 24, 2002). 

9. DesignHouse, Street Smart, “The 2004 Pedestrian and Bicycle Safety and Public Awareness 

Campaign: Annual Report and Campaign Summary” (Washington, DC, August 17, 2004). 

10. Midwest Latino Health Research and El Centro Hispano, Traffic Safety in Latino 

Communities: National Program to Design Effective Multi-Media Campaigns to Reduce 

Motor Vehicles Crashes in Communities of Recent Latino Immigrants - Focus Group Results 

with Latino Immigrants in Three U.S. Cities. Final Report. Submitted to The Latino Council 

on Alcohol and Tobacco and National Highway Traffic Safety Administration (December 

2001). 

11. North Central Texas Council of Governments, Walking Campaign Promotes Healthy Strides 

along Jefferson Boulevard and Bishop Arts District of Oak Cliff. Press release for ¡Yo camino 

- yo cuento! (I walk – I count!) campaign, <www.gdhcc.com/info/Count_info_sheet.pdf> 

(Dallas, TX, September 25, 2003). 

12. Phone call with Mr. Jared White, North Central Texas Council of Governments, April 26, 

2005. 

13. E-mail from Mr. Michael Farrell, Metropolitan Washington Council of Governments, April 

27, 2005. 
39

14. Hispanic American Police Command Officers Association, Madrina-Padrino Public Safety 

Project: Project Description, <www.hapcoa.org/mpp/index.php?doc=description> In 

addition, PowerPoint presentation delivered at Save a Life Summit. 

15. Cheskin Consulting and Strategic Market Research, Marketing to Hispanics: The Print 

Opportunity in the Hispanic Market, <http://weblog.cheskin.net/blog/archives/000070.html.> 

(February 4, 2005). 

16. Hispanic PR Wire, “353,000 Children's Pedestrian and Traffic Safety Handbooks to be 

distributed to schools in the Los Angeles Unified School District, schools participating in the 

STAR Program, and as a Sunday insert in La Opinion Newspaper,” October 21, 2003. 

<http://www.hispanicprwire.com/news.php?l=in&id=1573&cha=2> 

17. Building Safe Communities, Volume 3, Number 5, August 2000. Available online at 

http://www2.edc.org/buildingsafecommunities/vol3_5/local.htm

18. Cheskin Consulting and Strategic Market Research, Marketing to Hispanics: Should I Offer 

Bilingual Documents? <http://weblog.cheskin.net/blog/archives/000560.html> (February 4, 

2005). 

19. The Madison Times, “Traffic Safety Summit Targets Latinos,” 

<www.madtimes.com/archives/nov2004_4/madtimes_114.htm> (February 4, 2005). 

20. Florida Highway Patrol, Florida Department of Highway Safety & Motor Vehicles, 

<www.fhp.state.fl.us/PhotoGallery/PG081304.htm> (February 4, 2005). 

21. California Highway Patrol, www.chp.ca.gov/html/elprotector.html (February 4, 2005). 

22. Department of Community Affairs, State of New Jersey, 

www.state.nj.us/dca/news/2004/pr022004.shtml (February 4, 2005). 

23. National Latino Children’s Institute. Press release dated September 9, 2004. Available online 

at http://www.nlci.org/kits/Kansas_City_press.htm

24. National Latino Children’s Institute. Press release dated October 21, 2004. Available online 

at http://www.nlci.org/kits/Santa_Ana_press.htm

25. Massachusetts Multicultural Outreach, U.S. Department of Transportation, NHTSA, Traffic 

Safety Digest, Fall 2001 (Washington, DC, 2001). 

<www.nhtsa.dot.gov/people/outreach/safedige/Fall2001/F01_02W_MA.html> (February 4, 

2005) 

26. University of Illinois, Chicago/Illinois Hispanic Safe Communities, Building Safe 

Communities, vol. 2, no. 3 (March/April 1999). Available online at 

http://www2.edc.org/buildingsafecommunities/vol2_3/Illinois.htm

27. Education Development Center, Guidelines for Developing Traffic Safety Educational 

Materials for Spanish-speaking Audiences. Draft, June 9, 2005.