Despite current research evidence connecting family involvement to students' academic learning, non-mainstream families' funds of knowledge are insufficiently valued as relevant to public schools' curricula and academic genres, a practice that limits diverse families' inclusion as equal partners in their children's education. This two-year-long ethnography (2005-2007), grounded in sociocultural and sociohistorical theories, investigated the struggles and possibilities that two elementary teachers and their students' non-mainstream families faced while trying to reach common understandings about working collaboratively to develop home-classroom partnerships at a time of a national educational reform under the politics of high stakes accountability of the NCLB Law of 2001 and a state local policy of English-only education in Western Massachusetts. Focusing on a third grade teacher and her English Language Learners (ELL) Latino students and on a regular kindergarten teacher with half of the students of Latino origin, the study explored the evolution of participants' assumptions about non-mainstream students and their families, the participants' co-construction of social and literacy practices, and the dialogical practices conducive to partnerships for fostering home-school partnerships and improving diverse students' literacy development. Findings suggest that: (1) some specific social and literacy practices co-constructed through dialogical interactions between urban school teachers and Latino families positively influenced home-classroom partnerships that worked for nonmainstream families; and (2) the participant teachers' critical reflections on their own assumptions and ideologies brought them new understandings about Latino families' funds of knowledge and child socialization practices, helping them to know the whole child and to better provide academic support for ELL students. Implications for practitioners point at the importance of gaining an in-depth understanding of building relationships with non-mainstream families in urban schools to implement home-school partnerships that work for all families. Implications for state agencies, stakeholders, and administrators are: (1) a need to redefine the field of family involvement for a comprehensive action plan for involving non-mainstream families as equal partners in their children's education; and (2) the need for serious commitment towards supporting urban teachers by allocating time and funds for professional development.

<p> This dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as &ldquo;contestatory discursive site&rdquo; (Mckay &amp; Wong, 1996).</p><p> The site of this ethnographic study can be understood as interconnected <i> contact zones</i>. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.</p><p> I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia&rsquo;s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students&rsquo; engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.</p><p> My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of &ldquo;Otherness&rdquo;, presented as imagined tourists visits and the accumulation of geographical and historical information.</p><p> In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners&rsquo; appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which &ldquo;putting a face on it&rdquo; reproduced problematic binaries, such as that of &ldquo;us&rdquo; and &ldquo;them&rdquo; and &ldquo;server&rdquo; and &ldquo;served&rdquo;, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.</p><p> The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.</p><p> This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)</p>

<p> Intimate Partner Violence (IPV) is experienced by Latinas (Villavicencio, 2008; Gonz&aacute;lez-Guarda, Peragallo, Vasquez, Urrutia, &amp; Mitrani, 2009) at comparable and higher rates to women of other racial/ethnic backgrounds (Black et al., 2011; Centers for Disease Control and Prevention (CDC), 2011). Young Latinas, in particular, appear to be disproportionately affected by IPV in comparison to young non-Latina white women (CDC, 2011). The negative outcomes associated with IPV in women, including Latinas, range from physical health issues (e.g., death, injuries including broken bones and concussions), and illnesses (e.g., gastrointestinal issues, headaches, and cardiovascular problems), to mental health problems (e.g., depression, anxiety, and negative interpersonal relationship patterns) (Caetano &amp; Cunradi, 2003; Krishnan, Hilbert, &amp; VanLeeuwen, 2001; Brown et al., 2003). Despite these negative outcomes, women do engage in and navigate new relationships. It is unknown, however, how they approach these subsequent dating experiences. Understanding dating/relationships among Latinas following adolescent IPV is particularly important as the literature indicates adolescence marks a critical time for the initial development of interpersonal romantic relationship behaviors and dynamics, which can form lasting patterns (Makepeace, 1986; Lerner &amp; Galambos, 1998; Glass, 2003). </p><p> The purpose of the present study, therefore, was to explore how adolescent IPV influences subsequent, new dating experiences among Latinas. Grounded theory research methodology (Corbin &amp; Strauss, 2008) was utilized to examine this topic. Eleven adult Latinas participated in interviews during which they were asked to discuss their dating, partner, and relationship expectations and behaviors subsequent to adolescent IPV. </p><p> Results revealed that Latinas who experienced adolescent IPV underwent changes that led to an increased focus on self-protection, which was incorporated into subsequent partner/relationship expectations (e.g., less traditional gender roles, which also influenced other expectations including partnership; emotional support/space; self-expression/communication), relationship goals (e.g., a desire for an IPV-free relationship; monogamy; companionship) and new behaviors in dating/relationships (e.g., period of being single; cautious, slower approach to dating/relationships). Additionally, results indicated that most of the participants had entered subsequent satisfying, IPV-free relationships. Discussion of the findings, implications, and limitations of the present study are included. Directions for future research are also provided. </p>

<p> This qualitative study explores the utilization of mental health services among Latinos in the United States. The sample included 15 Latino participants of various age groups who completed an 11-question questionnaire that provided data regarding demographics, perceptions about mental illness, consequences and improvements regarding mental illness, and known resources concerning mental health. Findings revealed that older generational Latinos were less receptive to utilizing mental health services than younger Latino generations. Majority of participants (54.5%) identified alcoholism as one of the most common family dysfunctions in their households while growing up. Participants indicated that although family members would benefit from mental health services their lack of awareness and education prevented family members from utilizing mental health services. Majority of participants, (66.7%) held a college degree and belonged to a younger Latino generation and were more receptive, educated, aware and open to accept mental health services.</p>

<p>Research has demonstrated that acculturative stress is an important influence on anxiety and depression in Latinos, however methodological issues limit generalizability of findings. The present study examines Latino subgroup (i.e., Cuban, Puerto Rican, Mexican) differences in the influence of acculturative stress on Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD). Secondary data analysis of data from 2,554 Latino immigrants in the National Latino and Asian American Study (NLAAS) included stratified hierarchical logistic regression. The NLAAS collected data via in-person interviews at the participants' homes by bilingual interviewers in the participants&rsquo; language of choice. Acculturative stress was significantly related to MDD for Other Latinos (<i>p</i> &lt; .001), and to GAD for Mexicans (<i>p</i> = .040). Results provide empirical evidence for the need to disaggregate Latino subgroups. Subgroup heterogeneity may introduce important contextual factors that should be accounted for when exploring their mental health, particularly when examining acculturative stress. </p>

<p> Latino college enrollment rates in South Carolina do not reflect the overall increase in the Latino population in the state, which suggests that schools, colleges, and universities may be unprepared to serve the unique needs of Latino students. Consequently, Latino students are less likely to pursue opportunities in higher education than their non-Latino counterparts, which raises significant public policy concerns about equity and the potential economic contributions of the Latino communities. The purpose of this narrative policy analysis (NPA), based upon critical race theory, was to explore the perceptions of Latino students, parents, and advocates related to opportunities in pursuing education after high school in Greenville County, SC. Criterion and snowball sampling identified 15 individuals from whom interview data were acquired. Participants included 7 Latino students, 3 of their parents, and 5 advocates of Latino student attainment of college education. Secondary data consisted of higher education related legislation, policy documents, and reports. Data were inductively coded and analyzed using Roe&rsquo;s NPA procedure. These findings suggest that, at least according to these 15 participants, multiple barriers to college enrollment exist, including cultural expectations and unfamiliarity with the college application and financial aid processes. This study could encourage policy makers to consider perspectives of critical race theory as they create policies and support culturally relevant programs and financial aid guidance to Latino parents, students, and high school counselors. Such programs would lead to positive social change by promoting higher educational achievement, which is essential for the profitable employment of Latinos in the private and public sectors in South Carolina.</p>

<p> Sexual violence against women has persisted throughout time and has proven to carry many detrimental psychological and health complications. Individuals at a higher risk for experiencing sexual violence are women of lower socioeconomic status and ethnic minorities. This curriculum was developed as a prevention program that will serve to educate young Latinas in the topic of sexual violence and enhance awareness of personal values about sex, relationships and stress management. The curriculum highlights the role that ethnicity plays in the main risk factors involved sexual violence. Specifically, young Latinas can be provided with valuable psycho education and the knowledge needed to protect themselves against the many forms of sexual violence in their communities. </p>

<p> The English Language Learners (ELL) student population continues to increase in American schools. Schools have the obligation and privilege to serve this population, but challenges exist to help ELLs become proficient in all subjects. The need for educators to use research-based best practices is critical to help best serve ELLs and to increase academic achievement. The researchers conducted a mixed-methods study in order to identify the research-based practices proven to increase the academic achievement of ELLs. The researchers found that Sheltered Instruction Observation Protocol (SIOP) was a research-based framework proven to help ELLs academically. ELL Directors of middle Tennessee districts having statistically significant gains with ELLs believed that the top best practices to use with ELLs were activating prior knowledge and building background, comprehensible input, academic vocabulary, explicit instruction and differentiated instruction. Teachers within Southeastern School District (SSD) believed the top five practices to use with ELLs were activating prior knowledge and building background, differentiated instruction, scaffolding instruction, teaching academic vocabulary, and continual review of vocabulary and content. The study also found the instructional models that work best with the varying levels of ELLs. The instructional model best used with newcomers was pullout, and for active ELLs, either pullout or push-in. Push-in or Structured English Immersion was most effective with Transitional 1 and Structured English Immersion for Transitional 2 ELL students. Educational stakeholders can use the findings of this study in order to promote the academic achievement of ELLs.</p>

<p> Cervical cancer, although not widely considered a fatal disease in this day and age, still has a major impact on women&rsquo;s health around the world and in the U.S. Worldwide, invasive cervical cancer is the second most common cancer among women and is prominent in Mexico. Screening rates for cervical cancer are lower among Hispanic women. Although interventions have been tested to determine effectiveness in increasing the uptake of cervical cancer screening, there is no support of the effectiveness of group education, especially among Hispanic women. The overarching goal of the current research was to determine the mode of educational delivery &ndash; individual or group &mdash; that is most effective in encouraging cervical cancer screening so as to reduce the burden of cervical cancer in Texas Border Counties. We also assessed the effect of mode of intervention delivery on knowledge, perceived susceptibility, perceived seriousness, perceived benefits, perceived barriers, subjective norms, and self-efficacy. A secondary data analysis of a randomized controlled study embedded within the <i>De Case en Casa</i> program was conducted in El Paso and Hudspeth County. 300 women between the ages of 21 and 65 who were uninsured, had never been diagnosed with cervical cancer or never had a hysterectomy, had not had a Pap test in the past 3 years, and had an income greater than 200% of the federal poverty level participated in the study. 150 women received the intervention in a group setting and 150 women received the intervention individually. 80.7% of participants were screened. No significant difference was found in uptake of cervical cancer screening by mode of educational delivery. The decrease in perceived barriers reached significance by mode of intervention delivery, with a larger decrease among those who received the education in a group setting. There was a significant increase in perceived benefits by uptake of cervical cancer screening with a larger increase among those who were not screened. No other construct reached significance. In conclusion, findings demonstrated that group education is effective in increasing cervical cancer screening among Hispanic women in a border county.</p>

<p> Despite the benefits of a college education and the resources allocated to college preparedness programs, Latino minorities, at 12.7% of college students, continue to be overwhelmingly underrepresented in institutions of higher educational (Zarate &amp; Burciaga, 2010). The graduation gap between lower and higher income students as well as minority students is due in part to lack of academic preparation, underfunding and staffing, and affordability of resources and support (Tinto, 2008). There is a need to increase students attending universities. Individuals with an advanced degrees are more likely to enjoy a higher standard of living, donate time and or money to various organizations, and live healthier lifestyles. Moreover, graduates are also less likely to live in poverty, have children at a young age, and partake in illegal activities (Contreras, 2011). </p><p> Therefore, the purpose of this study was to identify how sociocultural factors, peer affiliation, adult mentorship, and institutional barriers, affected the K-16 pathways of Latino individuals graduating from a STEM-based 6^th-12^th grade charter school. Results of this study show that home factors such as English language acquisition, level of education, and adult time spent with their children played a significant role in academic achievement. School-based factors, including: course offerings, strong mentorship, and choice of friends also significantly impacted student success and matriculation to college.</p><p> Results of this study will inform high school leadership teams on how to target and reshape their academic and college preparedness programs to better fit the needs of their Latino students. By addressing specific sociocultural characteristics as well as institutional deficiencies, we hope to increase the percentage of Latino students entering in and persisting through college.</p>