Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M.A.)--Georgia State University, 2005. / Title from title screen. Gabriel Kuperminc, committee chair; Julia Perilla, Rod Watts, committee members. Electronic text (42 p. : ill.) : digital, PDF file. Description based on contents viewed June 12, 2007. Includes bibliographical references (p. 33-36).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Eric Freeman, committee chair; Richard D. Lakes, Carlos R. McCray, Joel Meyers, committee members. Description based on contents viewed Nov. 10, 2009. Includes bibliographical references (p. 145-155).

Thesis (Ph. D.)--Georgia State University, 2009. / Peggy Albers, committee chair; Diane Blecher, Gertrude Tinker Sachs, Mary Ariail, committee members. Title from file title page. Description based on contents viewed Nov. 10, 2009. Includes bibliographical references (p. 227-248).

No description available.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 190-211).

This dissertation uses data from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study to explore how self-identifying as Hispanic/Latino in school but not at home in adolescence is related to academic achievement at the end of high school and educational attainment by young adulthood. It also explores how the relationship between inconsistent Hispanic/Latino self-identification and academic performance varies by Latino family origin and what factors act to mediate this relationship. Finally, it investigates how using school versus home reports of Hispanic/Latino ethnicity in adolescence impacts the measurement of Latino educational progress. This research draws on education literature exploring racial and ethnic differences in academic performance to suggest how and why an inconsistent Hispanic/Latino self-identification might be related to academic performance. This literature is categorized into two broad lines of research, structural and socio-cultural, and suggests two competing understandings of the relationship between inconsistent Hispanic/Latino self-identification and academic performance as well as the factors that may mediate this relationship. This research finds a strong and negative relationship between Hispanic/Latino self-identification in school but not at home and academic performance and that this relationship varies by Latino family origin. It is only among adolescents who do not report Latino family origins that an inconsistent Hispanic/Latino self-identification is negatively associated with academic performance. This research also finds that factors related to socio-cultural explanations of school performance as well as prior academic experiences help to mediate the negative relationship between inconsistent Hispanic/Latino self-identification and academic performance among adolescents who do not report Latino family origins. Additional findings suggest that using home versus school reports of ethnicity may impact estimates of Latino/non-Latino white differences in educational outcomes and Latino generational decline. Results suggest that within schools, a Hispanic/Latino identity, one separated from Hispanic family and community ties, is associated with poor academic performance and resistance to schooling. In addition, this research confirms the fluid and complex nature of racial and ethnic self-identification and suggests using caution when relying on self-reports of race and ethnicity in quantitative data analysis. / text

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-140). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 68-79).

Thesis (M.S.)--The University of North Carolina at Greensboro, 2010. / Directed by Stephanie Coard; submitted to the Dept. of Human Development and Family Studies. Title from PDF t.p. (viewed Jul. 19, 2010). Includes bibliographical references (p. 34-39).