Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4389. Adviser: Alejandro Lugo. Includes bibliographical references (leaves 307-324) Available on microfilm from Pro Quest Information and Learning.

<p> Searching for Form: Mexican American Literature and American Literary History,1959-1990 explores how Mexican American writers advanced notions of literary art to explore the conditions of their self-determination. Rather than stipulating a relatively continuous story of Mexican American &ldquo;culture,&rdquo; however, I show how the very terms &ldquo;self-determination&rdquo; and &ldquo;literary art&rdquo; changed radically from 1959 to 1999&mdash;a change that responded to shifts in the American political and economic scene. </p><p> I start in 1959, with the publication of what was then considered to be the first novel published by a Mexican American, Jos&eacute; Antonio Villarreal&rsquo;s Pocho. I show how Pocho is situated at the intersection between two competing accounts of &ldquo;traditional culture&rdquo; that started to clash at the end of the 1950&rsquo;s: on the one hand, the liberal and sociological critiques of the supposed pathology and anti-individualism of traditional culture, and on the other hand a celebration of longstanding communal resilience found only within tradition. I argue that midcentury American novelists including Villarreal posited the novel as the genre uniquely equipped to explore the possibility of individual freedom in relation to both accounts via a self-determination seemingly made possible through the achievement of the novel as art. Pocho simultaneously dramatizes the tragic conclusion of the type of callow idealism that animates facile understandings of freedom (as freedom from social expectations) while also enacting what a more enduring ground of freedom could be: a disposition toward social engagement&mdash;one of aesthetic distance&mdash;that allows for recognition without distortion, and social participation without loss of individuality, an aesthetic sensibility that enables the exploration of the limits of freedom while imagining, by enacting, its possibility. </p><p> After the Chicano intervention of the mid-1960s, however, such an exploration would have to be understood in communal terms (the &ldquo;I&rdquo; seeking freedom becomes the &ldquo;we&rdquo; of Chicano liberation) and be seen as operating within a Mexican American cultural tradition. Ethnicity was not something to be &ldquo;transcended&rdquo; in art but the very ground of communal self-determination as such. This intervention was in part meant to register the reality of an economy whose treatment of Mexican American laborers amounted to their complete objectification, rendering human life into fodder for agrarian commerce. Villarreal, like his liberal contemporaries, seemed to take for granted the luxury of a relatively stable economy in which one was free to explore his or her &ldquo;individualism.&rdquo; Works including Tom&aacute;s Rivera&rsquo;s &hellip;y no se lo trago la tierra (1971), instead dramatize the historical emergence of a group consciousness that called itself &ldquo;Chicano,&rdquo; a self-awareness that entailed the recognition of one&rsquo;s place in history as part of a people struggling to survive. Instead of advancing the novel as the primary genre, Rivera defines &ldquo;the Chicano&rdquo; as a &ldquo;life in search of form,&rdquo; by which he meant a growing communal self-consciousness that sought to understand itself through art. As Rivera puts it, &ldquo;the Chicano&rdquo; sought to &ldquo;externalize his will through form,&rdquo; which I argue his work performs by being explicitly intertextually related. No longer positing the novel as the central genre, as it was for Villarreal, Rivera instead uses poems, short stories, essays, and a novella in concert&mdash;his oeuvre itself producing (by demanding) the type of reader who does not see the world as composed of discrete, alien objects. Instead, Rivera&rsquo;s reader becomes the type of person who can, as he puts it, seek to understand totality: &ldquo;To relate this entity with that entity, and that entity with still another, and finally relating everything with everything else.&rdquo; </p><p> But if the recognition of oneself as a Chicano was in part the result of a growing working-class consciousness, the sought for permanence of this identity came to be perceived as sclerotic. The response to reification itself had a reifying effect. The explicitly Chicano representational strategies developed throughout the 1970s reached a point of exhaustion during the 1980s. &ldquo;Chicano literature&rdquo; could no longer be presented as &ldquo;representative&rdquo; of &ldquo;a people&rdquo; coming to know itself as such without significant qualification. Work by feminist writers took the question of representation as the very problem to be resolved in their work. Writers including Gloria Anzald&uacute;a, Cherr&iacute;e Moraga, Ana Castillo, and Alma Luz Villanueva experiment with genres (producing a blend of poems, journal entries, and letters) to create representational strategies that imagine the possibility of transcending representation as such. These strategies (which include &ldquo;spectral haunting,&rdquo; &ldquo;blood memory,&rdquo; and photographic indexicality) allowed writers to imagine a literature that did not speak for or represent a community so much as index that community&rsquo;s presence via its textual personification. (Abstract shortened by ProQuest.) </p><p>

<p> Using autoethnographic research for this study, I intimately explore my experiences in school as a Detroit Latino male and the relationship with my family, community, and school and how they intersected and helped me achieve academic success. I excavate the indigenous roots that characterizes my family&rsquo;s way of knowing and explore how that foundation laid the ground work for the values that have shaped my identity. I select a personal narrative that relies on memories, photos, school yearbooks, and news clippings to describe my journey within the southwest Detroit Latina/o community. I identify the community institutions and their influences on me that contributed to my sense of belonging and eventual academic success.</p><p>

<p> One in every four students in the United States is Latin@, yet approximately half of Latin@ students fail to complete a high school diploma within four years. By 2020, Latin@s will comprise approximately 50% of the population of the United States, which will lead to the &ldquo;Latinization&rdquo; of K-12 schools. Despite being such a large part of the U.S. population, only 13% of Latin@s graduate college (Irizarry &amp; Donaldson, 2012). </p><p> In Oregon, the graduation rate for the 2015-2016 four-year cohort was 73.8%; for Latin@s, the graduation rate was 67.4% (Oregon Department of Education, 2017). In 2015-2016, the River County School District had a graduation rate of 70.8% for the overall four-year cohort, but only 59.4% of the Latin@ students within that four-year cohort. Oregon mirrors the United States in that Latin@s continue to make up a growing percentage of the overall population in Oregon. Every day that Oregon public schools struggle to provide a high school education with high expectations for Latin@ students is another day of jeopardizing the future of Oregon. </p><p> This qualitative action research aimed to explore the development of critical consciousness in Latin@ ninth grade students at a comprehensive high school through a CRT and LatCrit lens. This study intended to change ninth grade, first-generation, U.S. born high school students&rsquo; position in their own education process, to empower students to consider their own educational point of view, to analyze their own and their peers&rsquo; points of view, and to organize opportunities to share their point of view with teachers and school district leaders in order to advocate for their educational needs and rights and to liberate themselves from marginalizing experiences in high school. The intention of this critical action research is to empower students to identify and advocate for their own academic success.</p><p>

This study examines second-generation Latinos born in the U.S. after 1965 and their prospects of achieving traditional assimilation in the United States. Some social scientists argue that “classic” straight-line assimilation is a less likely path for Latino-Americans and that segmented or downward assimilation theory will characterize the trajectories of Latino-American youth in the 21st century. Other scholars argue that the path of “classic” straight-assimilation is still an empirically sound theory and that evidence suggests assimilation is taking place over time. Data collected on economic, social, cultural, and civic participation patterns among Hispanics identify key strides that are being accomplished among Latinos and their offspring. I revisit segmented assimilation theory to determine whether dissonant acculturalization is the most influential obstacle for Latino-Americans as they move from adolescence to young adults. I argue that second-generation Latinos are a young group and the studies that project a stagnant or downward path of assimilation are premature. They also create a stigma that negatively labels Latinos, who are a large part of America’s future. My analysis suggests that mobility is occurring for many second-generation Latinos and that this upward mobility will become more apparent over time, just as it did with the European immigrants that arrived in the early 20th century.

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No description available.

<p> This embedded case study explored and described the delivery of career development activities by high school counselors (n=9) at predominantly Latino high schools within a Southern California school district. Using the ASCA National Standards as a guide, participants were queried about their adherence to said standards. The following themes emerged: (a) The Need for Parental Involvement in Students&rsquo; Education, (b) Counselors&rsquo; Barriers to Delivering Career Development Activities, (3) Perceptions of a Potential Career Development Course, (4) Career Exploration, (5) and Lack of Accountability for ASCA Standards. The results from the questionnaire highlighted inconsistency among the participants&rsquo; delivery of career development competencies. Limitations include a small sample size and questionnaire flaws. Implications include the need to track fidelity for ASCA National Standards, improve parental involvement, reduce non-counseling tasks, and reduce the student-to-school counselor ratio. Recommendations for future research for educators in predominantly Latino high schools are provided.</p>

<p> Latinas experience disproportionate rates of gestational diabetes mellitus (GDM). Continued research efforts are necessary in order to gain a more comprehensive understanding of the factors associated with this condition among Latinas. To date, a significant amount of research has been conducted examining intrapersonal predictors of GDM. The aim of this study was to explore potential, broader-level, correlates of GDM among Latinas (N = 5,440) in California. Results from unadjusted logistic regression analyses indicated both interpersonal and community-level variables are significantly associated with GDM among Latinas. In the nested logistic regression analyses including community, interpersonal, and intrapersonal variables, one interpersonal variable (i.e., difficulty understanding the doctor) remained significant in the final model. Moreover, results suggested intrapersonal variables may mediate the relationship between community-level variables and GDM. Future research should aim to identify additional correlates, as well as examine causal mechanisms.</p>

<p> This quantitative correlational non-experimental study examines some major implications of student loan debt that Hispanics face upon graduation from institutions of higher learning. It provides both descriptive and correlational statistics to help view how Hispanics differ from non-Hispanics graduate students in their plight to live the American dream of social mobility. Hispanics now represent over 50 million and are the fastest growing (43% between the 2000 and 2010 U.S. Census) segment of the U.S. population. </p><p> The belief that gaining a college degree will enhance social mobility may in fact impede it, or at least, delay it for Hispanics. With the increase in borrowing to gain college access, Hispanic families may face financial constraints impeding social mobility. This study explores the surveys conducted (2008&ndash;2012) by the National Center for Education Statistics and consisting of approximately 13,500 students in postsecondary schools across the United States. The statistical analysis suggests that for Hispanic student graduates in higher education there may be a relationship between student loan debt and financial difficulties, including home affordability, getting married, and having children. The analysis explores the differences between Hispanics and non-Hispanics along these four dimensions. </p><p> Additionally, this study suggests several leadership practices as a way of influencing initiatives that may help address student loan debt for Hispanics. Recommendations for additional research include assessing measures that address the rise in borrowing by Hispanic graduates.</p>