Global ETD Search

31	Early Care and Education Testimonios at the Borderlands Torres Siders, Jennifer 01 January 2019 (has links) Latinas represent a large proportion of the United States early care and education workforce, and thus have the potential to wield significant influence over the growth and development of millions of American children. However, the voices of Latina early childhood professionals often are missing in both research and mass media. Instead, social, political, and academic frames cast Latinas as foreign regardless of nationality, uneducated notwithstanding expertise, and passive despite action and influence. This testimonio analysis draws on Chicana feminist epistemology to re-center the perspectives of Latina child care providers and reveal more authentic insights on how they understand and perform their roles within the broader social contexts that define and delimit Latina identity in the United States. The collective account that emerges from their testimonios is one of straddling multiple borders: between influence and invisibility, between the personal and the professional, and between community and isolation. Chicana feminist epistemology child care providers early care and education Latinas mass media representation of Latinas testimonio Early childhood education Educational sociology Chicana/o Studies Early Childhood Education Education Educational Leadership Educational Methods Educational Sociology Latina/o Studies
32	Latino Rhythms in Downtown Los Angeles: A Case Study of the Social, Physical, and Economic Environment of "LA Broadway" Gonzalez, Ulises Antonio 01 June 2014 (has links) (PDF) In an attempt to practice inclusive planning, this research project explores whether Broadway Avenue functions as an ethnic commercial strip and identifies social, physical, and economic components that contribute to the Latino neighborhood/ barrio. Using pilot studies Loukaitou-Sideris (2000), Loukaitou-Sideris (2002), Rojas (1993), Manzumdar et al. (2000), Main (2007), and Fernando (2007) as a foundation, this research uses a single case study in addition to several research methods: 42 random surveys, literature review and analysis, site observations/pictures, and land use survey. Various scholars write that barrios have unique physical, social, economic, and political attributes. A new aesthetic, art, symbols, type of businesses, music, community events, and vendors all add to social ambiance and physical design of the neighborhood (Rojas,1993). The findings reported in this case study highlight that the majority of the people who are present at any given time on Broadway Avenue are Latino immigrants from a lower socio-economic background. They visit Broadway’s Latino commercial strip from across Los Angeles County to shop, work, and for leisure purposes. Broadway Avenue is a festive, popular, spiritual, and political public space for many Latino immigrants. Many of the study participants are attracted to Broadway’s diversity, architecture, aesthetics, culturally themed stores and restaurants; showing that this Latino commercial strip possesses deep social, physical and economic significance. Contributions of this study include a detailed description about Broadway Avenue beyond the existing literature review. Survey results provide valuable information about what study participants would like to be preserved for Broadway’s future. This information provides user-driven recommendations for preservation and change on Broadway Avenue. Broadway Avenue between Second Street and Olympic Boulevard in downtown Los Angeles is the focused area of this thesis project to provide a qualitative description of the environment of a Latino commercial strip. This thesis provides recommendations to urban planners as they attempt to preserve cultural elements of Broadway’s Latino commercial strip. Latino commercial strips barrios ethnic enclaves revitalization urban design Latino communities Downtown Los Angeles cultural preservation Chicana/o Studies Historic Preservation and Conservation Human Geography Latin American Languages and Societies Place and Environment Urban, Community and Regional Planning Urban Studies and Planning
33	Mexican-American children in the process in acculturation O'Neill, Elizabeth Ford Stone 01 January 1968 (has links) (PDF) The web of Mexican-American life is complex in its origins, its manifestations, and its degree of identification with or alienation from the dominant culture. A thesis of the length of this one can deal with all this complexity only in a superficial way. However, by a rather narrowly defined examination of a few children certain insights may be gained which could be used as a basis for generalization about other children of similar background, and perhaps even for some tentative generalizations about the problems of the Mexican-American community as a whole. With this purpose in mind -- to inquire intensively concerning the lives of a very few people for whatever insights may accure -- this study has been undertaken. It should be added that the present paper represents an ongoing study, and should be viewed as part of a larger whole. The conclusions drawn from it are offered at this stage for their suggestiveness rather than as an attempted "system" or explanation of Mexican-American life. Doubtless with further investigation new questions will arise, and these conclusions may require modification and refinement It is hoped that this continuing investigation may be of service to the peers of the children studied, who need much help in their travels along the way, and for whom, indeed, the route is not clear nor the goal certain. Acculturation Assimilaton (Sociology) Mexican American children California Child development American Studies Chicana/o Studies Child Psychology Family, Life Course, and Society Race and Ethnicity Social and Behavioral Sciences Sociology of Culture
34	The District's Stepchild: The Total Erasure of Low-Income Latinx Students' Needs at Continuation High Schools Ornelas, Gabriela R 01 January 2017 (has links) My study explores the underlying factors that allow systemic structural issues to exist within continuation high schools which result in the low educational performance of low-income Latinx continuation students. My study focuses on educators’ experiences, as I conducted 20 in-depth, semi-structured interviews with Southern California continuation high school teachers. I focused on the following areas of study: the teacher’s career, the teacher’s interactions with students, and the teacher’s opinions regarding their accessibility to funding and resources. My findings indicate that teachers, the outer community, and school-board administrators utilize cultural deficit thinking and stigmatization as tools of total erasure to exchange low-income Latinx students’ social identities with racist and classist stereotypes; in consequence, these mechanisms allow the district to impose invisibility on students’ academic and emotional needs in order to justify the formation and maintenance of institutional challenges for administrators’ fiscal benefit. Overall, these results reaffirm that our educational system reproduces social inequality; the total erasure of low-income Latinx continuation students’ academic and emotional needs permits the persistence of systemic structural issues informed by racist and classist stereotypes. My research calls for avenues of communication between administrators, teachers, and the outer community to address institutional barriers and, subsequently, establish equitable funding distributions to promote continuation high school students’ educational success with an understanding of the increased academic, emotional, and social needs of low-income Latinx students. continuation high schools nontraditional education alternative education urban districts institutionalized stigma cultural deficit model Chicana/o Studies Educational Sociology Ethnic Studies Latina/o Studies Other Education Race and Ethnicity Secondary Education Secondary Education and Teaching Urban Education
35	The Experiences of Teachers at Southern California Continuation High Schools: Exposing the Barriers within Alternative Education Ornelas, Gabriela R 01 January 2017 (has links) My project explores the role of teachers at Southern California continuation high schools as it relates to serving low-income students of color in the face of the institutional barriers within alternative education. My study focuses on the teachers’ career, interactions with students, and opinions on accessibility to resources and funding. I have examined their experiences through twenty in-depth, semi-structured interviews with teachers from three districts. My findings indicate that district members’ misconceptions of Latinx students as inherently deviant and academically unengaged drive institutional issues creating financial burden for which teachers are forced to compensate. My study highlights that continuation high schools implement unjust policies, limit teaching materials and resources, reduce funding, and restrict the hiring of ancillary staff. My research pushes for more avenues of communication between the district and teachers to fulfill students’ needs through adequate funding allocation. These results extend existing literature in revealing the untold narratives of California continuation high school teachers, the structural issues within alternative education, and the needs of Latinx continuation high school students. continuation high schools nontraditional education alternative education secondary school teachers school districts institutionalized stigma Chicana/o Studies Educational Sociology Latina/o Studies Other Education Race and Ethnicity Secondary Education Secondary Education and Teaching Urban Education
36	Young Chicanx on the Move: Folklórico Dance Education as a Mechanism of Self-Assertion and Social Empowerment Salas, Maya 01 January 2017 (has links) In the context of Chicanx experiences in the United States, where varying generations of Chicanxs experience bicultural realities, this study shows how embodied knowledge performed through the body’s movements in folklórico dance by Chicanx youth from multiple generations, acts as a mechanism for reconnecting youth to cultural ties, reevaluating educational practices, and emplacing within youth, the ability to foster the confidence to express and create imagined futures. Data collection incorporated a series of interviews with eight Chicanx youth and adults who have either taught or danced folklórico in the Phoenix, Los Angeles, or Coachella Valley areas. Interview participants revealed a strong sense of cultural orgullo that acts as a bedrock for their cultural identity affirmation and reclamation. This orgullo and other cultural knowledges such as familismo and collective consciousness were emphasized through pedagogies of embodiment. Dancers described learning these cultural knowledges not just through the embodiment of physical dance steps but through the embodiment of social customs honored by their folklórico communities. Much of these social customs centered around fostering and maintaining relationships of genuine, holistic caring. These relationships were foundational for personal, mental, and emotional growth of dancers. Through these relationships, individual identities found the support to thrive within collective communities. Given the influx of educational pedagogies that attempt to depersonalize, depoliticize, and de-emotionalize the education through the implementation of tracking systems, standardized tests, and culturally inaccessible curriculums, these stories suggest alternate forms of learning that may account for students’ entire well-being. While this project is very much about reclaiming historical pasts, it is also about re-envisioning educational possibilities, discovering inner potentials and building collective communities that recognize and rejoice in those potentials. Through this study, a deeper understanding of the functions of movement and dance will strengthen platforms that push arts education and ethnic studies to greater educationalist agendas. Art Education Art Practice Chicana/o Studies Community-Based Learning Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Ethnic Studies Fine Arts Latina/o Studies Race and Ethnicity Sociology of Culture
37	Desde el barrio hasta afuera, From the Neighborhood Out: Building Sustainable Cities and Empowering Latinx Communities in Southern California through Asset-Based Community Development Reyes Salazar, Vannesa 01 January 2019 (has links) Being one of the largest and most influential ethnic groups in Southern California, Mexican and Latinx communities have continuously played a significant role in the shaping of major cities. Despite the history of racist and exclusionary urban planning and policy, Latinxs have persevered through adaptive and creative methods of creating space and reusing resources. Such strength, creativity, and resourcefulness are assets within Latinx communities and are also ways that they practice sustainability, thus having the potential to play a significant role in the development of sustainable cities. Therefore, by focusing local solutions and development projects on community assets as opposed to just community need, voice, autonomy, and inclusion are given to Latinx communities, where they not only participate in the development projects that affect them but are the drivers of the solutions and positive changes they see in their communities. I will be doing two case studies on two non-profit community-based organizations, Huerta del Valle and East LA Community Corporation, who practice this form of asset-based community development. Being situated in two of the most population dense areas in Southern California with the highest concentrations of Mexican and Latinx people, East Los Angeles and the Inland Empire, both organizations serve predominantly Mexican and Latinx communities. By practicing asset-based community development through their programming, Huerta del Valle and East LA Community Corporation are connecting their local communities to decision-making spaces, socially and economically empowering their communities, and overseeing green communal urban spaces. Thus, through asset-based community development, these two organizations are able to uplift and meet the needs of both human ecosystems and the natural ecosystems, creating socially, economically, and environmentally sustainable cities, especially for historically marginalized urban communities. Community-Based Solutions Food Justice Housing Justice Latino Urbanism Latinx/Chicanx Studies Sustainable Cities Chicana/o Studies Community-Based Learning Community-Based Research Environmental Studies Food Security Human Ecology Inequality and Stratification Latina/o Studies Place and Environment Race and Ethnicity Urban Studies
38	Chicanas Completing the Doctorate in Education: Providing consejos de la mesa de poder Castañón-Ramirez, Sandra J. 01 January 2020 (has links) This qualitative study described four testimonios from Chicanas who have successfully completed a doctorate in education degree, both Ph.D. and Ed.D. The literature reviewed three important areas of study. The first is a review of the systemic challenges that Chicanas must hurdle; cheap labor, segregation of schools and neighborhoods, being silenced through English-only education, and deficit thinking. The second area of review focused on ways that Chicanas create strategies for success to overcome these challenges. The third was a review of the theoretical literature through a distinctly and relevant Chicana feminist lens. Chicanas’ strategies for success were collected as testimonios. These lived stories are shared using a narrative approach and were analyzed through a Chicana feminist lens, allowing the researcher to connect with indigenous roots. Findings include cultural intuition, reflexión, máscaras, nepantla, and La Virgen de Guadalupe as themes that enable an understanding of the strategies used by these successful women. This study sought to understand how gender and race impact graduate scholarship among a unique population and adds to the body of knowledge on doctoral education and Latina (specifically Chicana) education in particular. Hispanic American studies Women's studies Higher education Chicanas Deficit thinking Máscaras Mesa de Poder Nepantla Chicana/o Studies Education Educational Leadership Feminist, Gender, and Sexuality Studies Gender Equity in Education Higher Education Women's Studies
39	The Socio-Political and Economic Causes of Natural Disasters Southard, Nicole 01 January 2017 (has links) To effectively prevent and mitigate the outbreak of natural disasters is a more pressing issue in the twenty-first century than ever before. The frequency and cost of natural disasters is rising globally, most especially in developing countries where the most severe effects of climate change are felt. However, while climate change is indeed a strong force impacting the severity of contemporary catastrophes, it is not directly responsible for the exorbitant cost of the damage and suffering incurred from natural disasters -- both financially and in terms of human life. Rather, the true root causes of natural disasters lie within the power systems at play in any given society when these regions come into contact with a hazard event. Historic processes of isolation, oppression, and exploitation, combined with contemporary international power systems, interact in complex ways to affect different socioeconomic classes distinctly. The result is to create vulnerability and scarcity among the most defenseless communities. These processes affect a society’s ideological orientation and their cultural norms, empowering some while isolating others. When the resulting dynamic socio-political pressures and root causes come into contact with a natural hazard, a disaster is likely to follow due to the high vulnerability of certain groups and their inability to adapt as conditions change. In this light, the following discussion exposes the anthropogenic roots of natural disasters by conducting a detailed case analysis of natural disasters in Haiti, Ethiopia, and Nepal. Hazard Natural Disaster Vulnerability Climate Change Human Rights Vulnerability Social Justice African American Studies Asian American Studies Caribbean Languages and Societies Chicana/o Studies Economic Policy Emergency and Disaster Management Environmental Policy Environmental Studies Ethnic Studies Family, Life Course, and Society Gender and Sexuality Gerontology Health Policy Indigenous Studies Inequality and Stratification Infrastructure Latina/o Studies Other American Studies Other Sociology Peace and Conflict Studies Policy Design, Analysis, and Evaluation Policy History, Theory, and Methods Public Administration Public Affairs Public Policy Social and Cultural Anthropology Social Policy Social Welfare

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