Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. Donna Breault, committee chair; Kay Bunch, Eric Freeman, Hayward Richardson, committee members. Description based on contents viewed July 82, 2009. Includes bibliographical references (p. 102-119).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 114-122). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 114-122). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 114-122). Also available on the Internet.

Thesis (Ph. D.)--Georgia State University, 2009. / Title from file title page. Julia Perilla, Gabriel Kuperminc, committee co-chairs; Lisa Armistead, Erin McClure Tone, committee members. Description based on contents viewed Aug. 11, 2009. Includes bibliographical references (p. 109-118).

Abstract not available.

This study tested the Adolescent Family Assessment Model, using a descriptive correlational design. The model describes the relationships between caregiving behaviors, caregiving knowledge, peer and family approval, and the outcome variable of family functioning. Social exchange theory and social learning theory guided the study. Model building procedures involved replicated testing with data from two samples: Anglo and Mexican American adolescent mothers. The subjects were 50 Anglo and 64 Mexican American adolescent mothers living in the southwest, nineteen years of age or less, who had not yet completed their high school education, and were living in the same household as their child. Family was operationalized for both the family of origin and the current family unit of the adolescent mother. Eighty-three percent (N = 94) of the sample were enrolled in teen parent programs. Four instruments were tested and used to measure the concepts: the Infant Caregiving Inventory (alpha =.93); Smilkstein's Family Apgar (alpha =.90); the Peer Approval Instrument (alpha =.73); and the Family Approval Instrument (alpha =.83). Results for Anglo mothers indicated that caregiving behavior was explained by single marital status (R² =.22). Family functioning was explained by the age of the adolescent's first child (R² =.11). The empirical Mexican American model differed from the Anglo model. Caregiving knowledge was explained by past experience caring for toddlers (R² =.14), while family functioning was explained by caregiving behavior (R² =.10). The variables function differently in Mexican American and Anglo families, reflecting the cultural value of family within the groups. Results offer direction to health care providers working with adolescent parents and for future research endeavors.

This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish. / by Silvia Place. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

This study used a mixed method approach (quantitative and qualitative) to examine the commonalities and differences between Hispanic and non-Hispanic participants of the Even Start Family Literacy Program. Using a life course perspective, this study examined the educational background and life history of Hispanic and non-Hispanic participants, their reasons and goals for program participation, and changes experienced due to Even Start participation. The sample for the qualitative analysis consisted of 32 Hispanic and 25 non-Hispanic female participants. Quantitative latent growth curve analysis was conducted on 96 (75 Hispanic and 21 Non-Hispanic) participants to measure change over time and to estimate the differences in rate of change between Hispanic and non-Hispanic participants. Results of this study indicate that wide commonalities yet vital differences exist between Hispanic and non-Hispanic participants. Poverty was the significant determinant factor in Hispanic as well as non-Hispanic participants' school failure. The experiences and implications of poverty, however, varied for Hispanic and non- Hispanic parents. The reasons and goals for Even Start participation were to achieve self-sufficiency for Hispanic and non-Hispanic parents. Achieving self-sufficiency involved acculturation to the American society for Hispanic participants. For non- Hispanic parents achieving self-sufficiency involved attaining GED and getting off of welfare. No effect of ethnicity was identified on the five outcome measures quantitatively examined in this study, which include knowledge of child development, parenting confidence and support, depression, self-esteem, and life skills. Initial differences existed between Hispanic and non-Hispanic participants in knowledge of child development and life skills, with non-Hispanic participants reporting higher knowledge of child development and greater life skills. Non-Hispanic participants, however, did not make greater gains than their Hispanic participants after being in the program. Qualitative results indicate that skills gained by Hispanic participants helped them acculturate in the American society, whereas for non-Hispanic participants the program helped achieve a sense of purpose and direction in life and create a better life for themselves and their family. / Graduation date: 2003

Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 53-58).