<p>Purpose: The U.S. Hispanic population is on the rise and will continue to be an important thread in the fabric of American society as a whole. However, in the midst of this burgeoning group lies its male subpopulation which faces its own unique challenges. One outlet that has demonstrated success for minorities is mentoring. Mentoring can provide Hispanic males with numerous benefits in a social exchange paradigm. Unfortunately the majority of mentoring research has focused solely on the perspective of the protege, thus leaving mentor perceptions, particularly those of Hispanic males, unexplored. The purpose of this qualitative phenomenological study sought to describe how participation in formal mentoring programs for youth impacted the dynamics of social exchange for Hispanic male mentors in the Coachella Valley. Methodology: This phenomenological qualitative study collected data via in-depth interviews of 14 Hispanic male mentors residing in the Coachella Valley region of Southern California. An interview script provided semistructured questions influenced by the framework of social exchange. Respondents were digitally recorded, and transcripts were reviewed. Triangulation included transcripts and artifacts. Findings: Five major themes emerged from the data to include (a) mentoring expectations and experiences, (b) perceived mentoring benefits, (c) the value of mentoring, (d) barriers to mentoring, and (e) the impact of Hispanic culture in mentoring relationships, all of which described how participation in formal mentoring programs impacted the social exchange dynamics for Hispanic male mentors in the Coachella Valley. Conclusions: The data and findings from this study concluded that: (a) Hispanic males set high expectations for themselves as mentors, (b) mentoring provides a positive outlet for the social development of Hispanic males, (c) mentoring can provide personal and professional development benefits for Hispanic male mentors, (d) previous mentoring experience of any kind promotes the value of mentoring and increased participation of Hispanic males, and lastly, (e) the sharing of Hispanic culture can strengthen mentoring relationships for Hispanic males. Recommendations: Further research is recommended to include expanding the study to all mentoring programs in the state of California as well as informal mentorships; replication of the study using a quantitative method; analyzing the impact of ?healing circles? on the mental health outlook of Hispanic male mentors; and investigating the effects of mentoring on their career development as well as their definition of ?success as a male.?

<p> The intent of this research is to reveal and understand the symbolic meanings of cultural and ethnic identity that cultural creators and receivers perceive through their involvement in mariachi. This study&rsquo;s shows the way those involved in mariachi perceive their cultural and ethnic identity while living in a city that infuses Mexican and Texan cultural sensibilities. A mixed-method approach was taken between in-depth qualitative interviews and participant observation. Participant observation was utilized as a means to build a stratified snowball sample of the various cultural producers and receivers of mariachi. The cultivation of this sample was guided by Griswold&rsquo;s cultural diamond framework. Reliance on semi-structured in-depth interviews as the primary research method of inquiry illuminated the various horizons of meaning that mariachi performers, instructors, gatekeepers, and aficionados held in regards to their efforts to preserve a long standing cultural musical art form in San Antonio, Texas. Some findings include various stories and perspectives on cultural and ethnic identity in mariachi, varying strategies undertaken to preserve mariachi music in the twenty-first century through technology, its institutionalization into a public-education setting, the varying gender dynamics among mariachi performers, the question of authenticity and hybridization in mariachi music, and cultural politics in the mariachi music scene.</p>

<p> This project served to locate a potential funding source and write a grant to secure funding for a program that provides mental health and psychological treatments, resources and information, and ultimately empowers Latina domestic workers who have survived trauma within and outside their scope of work. The program will be implemented by an MSW with Promotora community leadership. The program consists of a trauma focused intervention group with culturally sensitive and empirically supported curriculum as well as crisis mobilization services for female Latina domestic workers in the city of Los Angeles. If funded, this program will enable social workers and others to be able to advocate successfully and be informed about Latina domestic workers who face specific challenges in their work, including physical and mental health concerns, safety issues, a lack of labor protections, and overall health. Submitting this proposal for funding was not required to successfully complete this project.</p>

<p> Although Latinos have historically served in the U.S. military, recent increases in the number of Latinas who have been recruited for the military make it imperative to explore how this experience affects their well-being. The purpose of this study was to explore the experiences of Latinas who are serving or have served in the U.S. military, focusing on their identity and gender roles. I utilized a qualitative research design, wherein I interviewed four Latinas currently serving in the U.S. Army. The focus of the study was how Latinas experience their gender identity and gender roles through the perspective of identity theory and social identity theory. It also explored how they negotiate these aspects in a military environment. I used an interpretative phenomenological approach for this study, as this method allowed sufficient flexibility to delve into previously unexplored concepts in this population. Furthermore, I utilized the Marianismo Beliefs Scale (MBS; Castillo, Perez, Castillo, &amp; Ghosheh, 2010) to perform data triangulation and to have a better understanding on how the women&rsquo;s belief structures affect their experience. This research study is significant because it informed a salient gap in the literature regarding Latinas and the military. Furthermore, it will allow mental health practitioners to have a clearer understanding of how Latina military women experience military culture, which can affect treatment decision.</p>

<p> As school enrollments across the United States include increasing numbers of students of color, the number of administrators of color remains disproportionate. In California school districts, where a large percentage of students are Latino and Latina, Latino and Latina principals remain rare. While studies have suggested why Latinos and Latinas do not enter educational leadership, fewer have examined why they do elect to enter the field. This ethnographic exploratory study examines factors that led Latino and Latina educators to enter administrative leadership preparation programs with the goal of becoming school principals. The sample includes interviews with seven Latino and Latina elementary school principals from a large urban school district in California. The study uses Freire&rsquo;s concepts of banking, conscientization, and praxis as a lens to synthesize the findings. The investigation provides insight regarding how school districts and colleges of education can consider targeted recruitment of Latino and Latina leaders to increase the candidate pool for educational leadership and close the disproportionate ethnic gap between who attends California public schools and who leads them. The research proposes a possible working model for the development, recruitment and growth of the leadership pipeline in California schools. Lastly, this study is a call to action for Latinos and Latinas to consider becoming active participants in the narrative that defines them in the educational landscape of the United States. Issues of race, gender, socio-economic status, language, politics, and immigration are discussed as factors that contribute to the development of Latinos and Latinas in school leadership.</p>

<p> Recent changes in the ethnic composition of the population of the United States pose great challenges for healthcare institutions and healthcare providers. In recent years, policy statements on nursing education indicated that nursing educators recognized the need to increase the cultural caring of the nursing workforce (Swanson, 2012). Salimbene (2014) discussed the importance of considering clients&rsquo; culture as an integral part of assessing their healthcare needs and planning culturally appropriate nursing care to meet those needs. Currently, there is a paucity of information regarding patients&rsquo; perceptions of culturally competent care. The purpose of this qualitative study was to identify culturally sensitive caring behaviors of professional nurses from the perspective of Hispanic American maternity patients two to four weeks post-discharge in a WIC program in rural Georgia. Utilization of a phenomenological research design included interviews with 15 Hispanic American women. Data analysis was conducted using phenomenological analysis methods with the aid of the software program Nvivo 11. Themes that were identified were: Better Future, Better Medical Care, Treatment of Patients, Customs and Practices, and Meaning of Care. This information may aid in creating a culturally competent maternity care curriculum.</p>

<p> This dissertation explores the experiences of self-identified Latin@ youth in NAIS and POCIS Schools in the San Francisco Bay Area. Although all students involved in this study initially felt equipped to participate in the independent school environment, they experienced both common and unique challenges calling on the need to negotiate their ethnic identities. This research study assumed that all people and institutions, such as independent schools, are embedded in complex social, cultural and political systems historically defined by race, power and privilege. Engaging student voice in on-going efforts to understand and improve the conditions for historically underrepresented students of color, particularly Latin@ youth, is imperative in acknowledging that students have deep wisdom and expertise. The partnership between students and adults can foster &ldquo;critical consciousness&rdquo; &ndash; an awareness of the historical and current conditions that perpetuate inequality in society and in their own life circumstances (Horton &amp; Freire, 1990). Freire (1982) asserted, &ldquo;the silenced are not just incidental to the curiosity of the researcher but are the masters of inquiry into the underlying causes of the events in their world. In this context research, becomes a means of moving them beyond silence into a quest to proclaim the world.&rdquo; Keywords: Latino, youth voice, underrepresented students, critical race theory, diversity &ldquo;Latin@&rdquo; is spelled using the &ldquo;at symbol&rdquo; to replace the letter &ldquo;a&rdquo; or &ldquo;o.&rdquo; Pizarro, Montoya, Na&ntilde;ez, Chavez, &amp; Bermudez (2002) are Latin@ educators who formed Maestr@s, a group contending that the Spanish language is a manifestation of male hegemony. Maestr@s coined the use of the term because it is a visual intervention and a re-coding of information to different linguistic, epistemological and ideological systems (Pizarro, et. al, 2002, p. 290).</p>

This study assessed the tumor size at the time of first presentation of Haitian breast cancer patients compared to Non-Haitian Black and White patient populations of a large safety net hospital as an objective measure of diagnosis and treatment delay. Studies have shown that race and ethnicity have an influence in determining the breast cancer stage, treatment, and mortality rates. However, when we looked at the rates of breast cancer, screening among Black subgroups, such as Haitian women, was assessed and remained unclear because national studies do not differentiate Haitians from other Black populations. Two population-based studies that investigated breast cancer screening among Haitian women suggest that screening rates among Haitian women are lower than that of White and Black women. For this reason, many studies are diagnosed at later stages. This study to aimed to improved patient education. In this IRB approved retrospective study used the hospital electronic medical records and the cancer registry of breast cancer patients treated between 2013-2015. Female and male patients with primary breast cancer treated with surgery, complete imaging and medical data sets were included; patients with recurrent breast cancer or incomplete data sets were excluded. Demographics/race/ethnicity, tumor type and stage, receptor status, onco-type, proliferation rate as well as tumor size by radiology and pathology were recorded. vii Statistical analysis using ANOVA, T-test, U-test and Kruskal-Wallis, compared mean and median tumor sizes. In this study only tumor size was analyzed and reported. The results show 57/125 (45.6%) Haitian Black patients, 27/125 (21.6%) Non-Hispanic White, 41/125 (32.8%), Non-Haitian Black were included in the initial analysis of this study. The mean tumor size of Haitian Black (mean=3.09 cm, SD 2.91; median=2.3cm) was significantly larger compared to Black (mean=2.07cm, SD=1.77; median=1.6cm; p=0.022) or White (mean=1.88, SD=1.26; median=1.4; p = 0.008) patients. There was no significant difference in tumor size between Non-Haitian Black and White patients. Haitian Breast Cancer patients present with significantly larger tumors when compared to other patient populations. Improved patient education and intensified out-reach programs are needed to counteract this marked delay in initial diagnosis and treatment. Education and socio-economic differences must be further evaluated and all possible cofactors are needed to determine the most effective interaction to counteract this disparity.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: [unnumbered leaves 13-19] / by Amy Ellen Weisman. / M.C.P.

Drawing upon a critical constructivist framework and informed by scholarship on culturally relevant, responsive, and sustaining pedagogy (CRRSP) and student voice, this qualitative study utilizes portraiture methodology to render visible successful teaching practices for Latino male secondary students in urban contexts by answering the following two research questions: 1) What are the pedagogical practices of three White male teachers in one New York City public high school that their Latino male secondary students identify as successful in supporting their educational potential?; and 2) How do these three teachers make sense of these identified practices and their success with Latino male secondary students? To achieve these goals, data was collected from four sources: 1) ethnographic observations; 2) semi-structured individual interviews; 3) semi-structured focus group interviews; and 4) written documentation, and was analyzed using constructivist grounded theory. The final products of this work are three pedagogical portraits—written research documents that bridge science and art to lead to new or deeper understandings about teaching and learning. Findings from this study indicate the saliency of pedagogies that authentically care for Latino male students in urban areas, support their academic achievement, and explicitly draw connections between course content and students’ interests, lives, and future goals. The resulting portraits also encourage consideration of how attention to the development of Latino male students’ cultural and linguistic competence and dexterity as well as their sociopolitical awareness could further support the academic and personal growth of these young men. These findings: 1) contribute to a limited research base on successful teaching practices of Latino male secondary students in urban communities; 2) support more tailored recommendations for educational policy aimed at leveraging the unique potential of Latino young men in our nation’s cities; and 3) can inform the professional development of both pre-service and in-service school actors who work with Latino male students. Such contributions are particularly significant given the existing patterns of underachievement and untapped promise of Latino male youth across the country.