Thesis (M.B.A.)--Naval Postgraduate School, March 2004. Thesis (M.S. in Management)--Naval Postgraduate School, March 2004. / Thesis advisor(s): Mark J. Eitelberg, Stephen L. Mehay. Includes bibliographical references (p. 123-131). Also available online.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1935. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 188-202).

Thesis (M.B.A.)--Naval Postgraduate School, 2004. Thesis (M.S. in Management)--Naval Postgraduate School, 2004. / Title from title screen (viewed Feb. 3, 2006). "March 2004." Includes bibliographical references (p. 123-131). Also issued in paper format.

The mass media through their power of mass persuasion have an impact on the readers’, viewers’ or listeners’ perceptions of social phenomena. This paper reports on a quantitative content analysis of articles appearing in the Los Angeles Times, New York Times, Washington Post, and Arizona Daily Star between 1972 and 1978 that dealt with the subject of undocumented (illegal) immigration from Mexico to the U.S. In this way, it is an empirical study in the sociology of knowledge that examines the social reality constructed by the news media regarding this complex social issue. We found a significant increase in the number of articles appearing each year on this topic. Relatively few were written by Spanish-surnamed individuals or used undocumented immigrants as sources of information. In fact, most of the information presented in the articles was obtained from the Border Patrol, Immigration and Naturalization Service (INS), and politicians. We conclude that news media coverage of undocumented Mexican immigration was not balanced and that the American public accepted the biased information they read as an accurate reflection of social reality.

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Thesis (Ph. D.)--Stanford University, 1988. / Includes bibliographical references (leaves 230-243).

Thesis (Ph. D.)--University of California, Davis, 1987. / Includes bibliographical references (leaves 237-253).

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 339-365) / Microfiche. / xvii, 365 leaves, bound ill. 29 cm

Thesis (Ph. D.)--Claremont Graduate School, 1988. / Typescript (photocopy). Includes bibliographical references (leaves 158-169).

The purpose of the study is to explore the life experiences, identities, and self-esteem of a group of Mexican women who attend Even Start, a family literacy program. The study also focuses on the effect that the program has on the women's self-identities. I chose qualitative research considering I was interested in their phenomenological experience. In order to gather data I interviewed ten women, conducted a focus group with the women who were not interviewed, and did participant observation while the women were in class. The Mexican women I interviewed came to this country hoping to improve their socioeconomic status. Most of them had relatives in the US and the support that they gave them made it easier for them to come and get established. As a result of being away from their people and their culture, they had a hard time, particularly at the beginning. Their illegal status and the fact that they didn't speak English complicated things even more. In spite of the many difficulties they had to face, their experiences in this country have allowed them to improve their socioeconomic situation and to achieve greater levels of independence. In regards to their self-esteem, most of my informants have positive self-images. The few that have lower levels of self-esteem were often mistreated by caregivers and their families were dysfunctional in some way. Even though a few have lower levels of self-esteem, all my informants felt loved by their parents and other family members. Because of this and because they were raised in social environments that fostered interdependence, my informants have generally developed into responsible and reliable people who work towards their goals. Their identities mirror their society and in particular their social network. At the core of 'who they are' are traits of the identities of caregivers that through active choices (Blumstein 1991) they came to internalize. Even Start plays a crucial role in their self-identities for two main reasons. First, in the program the women are taught English which is the basic tool they need in order to communicate and move around in this country. Second, the women are around people from their country. By feeling they belong to a larger community, the women feel supported and find strategies to cope with their reality. At the same time, being around other Mexicans strengthens their Hispanic identity. The following are recommendations that could be used by Even Start to enhance the women's self-esteem. (1) Incorporate more one-on-one activities to enable students to learn at their own pace and to help participants with special needs to work without feeling a sense of pressure. (2) Provide the women with the opportunity to improve their literacy skills in Spanish and to strengthen their knowledge in basic areas. (3) Include activities that would allow the participants to release stress and thus to improve their ability to concentrate. (4) Provide the students with skills that will enable them to find jobs or get promoted. Although the literature on self-identities was useful to conducting this research, the fact that scholars have approached the topic mainly from an intellectual perspective has resulted in an understanding of the self often disconnected from reality. Among the main contributions of this research is the realization that adult experiences such as migration and participation in a literacy program play a crucial role in people's self-esteem and identities. / Graduation date: 2004