For the past 35 years, borderland industry has opened employment opportunities for women in the community of Nogales, Arizona. However, the expansion of free trade with the North American Free Trade Agreement (NAFTA) has aggravated economic instability by promoting the flexible use of labor, a practice that women have increasingly accommodated. Case studies of women engaged in the retail and maquiladora industries illustrate the interplay between flexible employment, reproduction, and education. These cases suggest that a strong connection between flexible employment and reproduction is sustained by ideologies that see these as mutually complimentary. At the same time, the connections between education and employment and reproduction activities are notably absent or weak. We argue that investing in the education of women, which could lead to more predictable employment, is in this way subverted by regional economic instability. The alienation of education from the other two realms of women’s activities works to the advantage of flexible employment practices and advances the underdevelopment of human capital on the U.S.-Mexico border.

The purpose of this study is to look at parallel factors between the Hispanic female dropout rate and possible resiliency methods such as retention through inquiry based science education. This type of educational program might provide insight into the many educational possibilities that are open to Hispanic females.

The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that contributed significantly to student success and graduation. Those factors include academic integration, student integration, institutional commitment, goal commitment, support by significant others, and campus-based aid. The research questions utilized in this study were based out of these six factors. The study queried 229 Hispanic women who graduated in the 2004-2005 academic year. Utilizing a multi-method research approach, both quantitative and qualitative research was used. Research data were gathered through electronic and paper surveys along with focus group and individual interviews. The results of Romano's (1999) study revealed that the two most important factors identified by the Hispanic women were goal commitment and the support of significant others. The results of this study showed that goal commitment and financial aid were the two most important factors. Support by significant others was the third most important factor reported by the women. A new factor emerged from the research that is worthy of future research. Hispanic mothers reported that a driving force for their own academic success and graduation was the need for them to serve as positive role models for their children's educational futures. The Latinas desired to demonstrate through their achievement that educational success was possible for their children. / text

The purpose of this study was to explore individual characteristics that allowed college achievement in Latina women who experienced teenage pregnancy. A specific objective of this study was to examine strengths for overcoming barriers and obstacles to higher education.