Thesis (Ph. D.)--University of Wisconsin--Madison, 1983. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 406-420).

In recent years, both global economic restructuring and the economic, political, and social implications of the urban landscape have been at the forefront of geographical inquiry. This dissertation links these two levels of analysis in an examination of industrial restructuring and the colonia labor force in El Paso. El Paso's economic role has been dramatically restructured. Once a center for natural resource extraction, the city is now an assembly site for labor intensive manufacturing activities. Data from a survey of 173 colonia households provide information regarding the colonia labor force. The low cost of housing and the malleability of colonias household structure allows colonia residents to accept minimal incomes and endure high rates of unemployment. In the colonias, a labor force characterized by its relative powerlessness in the American economy is created. The formation of the colonias is consonant with the restructuring of El Paso's economy.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (v. 2, leaves 617-642).

This thesis shows the social and economic history of the El Paso area from the time of Spanish settlers through present day.

Treatise (Ed. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Using critical race theory and LatCrit as conceptual frameworks, I conducted a qualitative instrumental case study of a cadre of self-identified Mexican-American and Hispanic college students who bring college knowledge, goodwill, and aid to their border town communities. The purpose of this study was to explore how college knowledge and other forms of academic capital are transmitted and co-constructed in the contested terrain of the borderlands. Primary data sources included semi-structured interviews, participant and non-participant observation, and personal artifacts (e.g. newspaper articles, college admissions essays, social media, etc.) collected from 17 full-time undergraduate student participants, 11 males and 6 females, ranging from 19 to 22 years old, who were active members of the Gates Millennium Scholars Program. Supplemental data sources included semi-structured interviews with 23 family members and 9 educators identified by student participants, as well as a review of public records regarding student participant's border town communities (e.g. newspaper articles, census data, educational statistics, etc.). Findings detail how this group of college students manages the 'scholar' distinction in their hometown and utilizes distinct methods to promote academic capital formation. Specifically, this study delineates the following four types of scholars: (1) pioneers, (2) guardians, (3) ambassadors, and (4) advocates. Ultimately, this research highlights the importance of college students' ingenuity in response to enduring system inequality in higher education, particularly along the U.S.-Mexico border, with implications for research theory, policy, and practice.

The retirement of community college administrators has led to the creation of leadership development institutes. Yet, few studies exist to understand their comprehensive design, practices, and effectiveness. The purpose of this study was to develop an understanding of, and a framework for, creating and evaluating effective leadership development institutes. The framework was applied to the El Paso Community College’s Leadership Development Academy (EPCC-LDA) to examine how its program aligned with the framework; assess the EPCC-LDA’s success in meeting its own specified goals of creating more skilled leaders; and understand better how EPCC-LDA decisions, practices, program components and forms of evaluation have led to successful outcomes. The research design followed a descriptive, case study format utilizing both qualitative and quantitative data. This study had several major findings. First, El Paso Community College demonstrated how an effective leadership development institute can be created by focusing its design and implementation on processes, core values, and human interaction. Second, the study’s analytic framework was validated through a triangulation of data: research recommendations; EPCC-LDA coordinating committee interviews; and program participant evaluations. Third, El Paso Community College was accomplishing and surpassing its mission of improving employee leadership skills. This study concluded with recommendations for the refinement of its analytic framework, for EPCC-LDA programmatic considerations, and for future studies. By instituting responsive and focused programming that continually meets the needs of the institution, the participants, and leadership in general, leadership development institutes can serve as one effective resource for increasing the flow into the community college leadership pipeline, increasing the skills of those within the pipeline, and improving the pipeline’s outflow of diverse leaders. / text

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