Thesis advisor: Stephen Pfohl / Recent work on Hispanic immigrants has consistently shown a decline in educational attainment over generations-since-immigration despite the fact that advanced education is currently presented in the public arena as the foundation for economic mobility (Telles and Ortiz). This study investigates the seeming contradiction of Hispanic youth's disengagement from the system that is presented as the pathway to increased economic achievement. The dissertation is based on findings from a qualitative study consisting of in-depth interviews, focus groups, and ethnographic data collected during an 18 month stay in a small, semi-rural, largely Hispanic, community in New Mexico, where the local high school has a graduation rate of 55%. Refuting claims that school disengagement emerges from either low ability or "leveled aspirations," the findings of this study indicate that young people's decisions are based largely on the advice that they are given regarding the economic utility of post-secondary schooling. Lacking this advice these young people determined it was not worth the risk of time out of the labor market, money, and effort that advanced schooling required. The findings of this study argue that one of the key reasons these young people disengage from school stems from the failure of any institution or individual to make it clear to students how educational credentials connect to occupational opportunities. Thus, a number of young people who have had some success at school still choose to leave because they are unconvinced that educational credentials are actually economically useful. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

Thesis advisor: C. Patrick Proctor / The role of immigrant generation status on Latinos' English language development has not received much attention. Empirical studies (Bean & Stevens, 2003) and descriptive data (Fry & Passal, 2009), suggest an intergenerational shift from Spanish to English, such that the first generation primarily speaks Spanish, the second generation speaks both Spanish and English, and the third generation primarily speaks English. Indeed, this intergenerational shift suggests the important role of immigrant generation status in the language and reading comprehension development of bilingual Latinos. If first generation students are more likely to be Spanish dominant, arguably their English language and reading development are likely to be distinctive from their American born peers. Logically, this would suggest a lockstep intergenerational improvement such that second and third generation peers would significantly outperform the first generation in English language and reading. To address this role of immigrant status in the English language and reading development among Latino bilinguals, this dissertation is divided into two studies. The first study was guided by a component view of reading within the context of the immigrant paradox. The second study was concerned with the role of immigrant generation status on the linguistic interdependence (Cummins, 1979) between Spanish language, English language, and English reading comprehension. Both studies utilized multi-level growth modeling to develop longitudinal growth trajectories of English language and reading development. Results indicated that Latino children's English language and reading comprehension performance increased over time. For Study 1, significant effects for generation status suggested a Generation 2 and Generation 3 advantage. For Study 2, significant effects for generation status and Spanish language on the English language growth trajectories provide evidence for paradoxical immigrant generation status trends and cross-language transfer. Both studies emphasize the need for educators to be cognizant of linguistic differences within the bilingual population - particularly for newcomers and students who are less likely to speak English. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Foreign-born Black women giving birth in the United States have superior preterm birth outcomes compared to their U.S-born Black peers. Many studies have focused on tobacco use and medical risk factors, but few have focused solely on preconception health. The purpose of this study was to examine preconception health and preterm birth differences among U.S.-born and foreign-born Black women. Three theoretical frameworks guided this study: the life course theory, healthy migrant theory/immigrant paradox, and weathering theory. Primary research questions assessed (a) if there were an association between chronic preconception risk factors, prepregnancy obesity, diabetes, and hypertension, in U.S.-born and foreign-born Black women, (b) if U.S.-born Black women had a higher risk of having a preterm infant compared to foreign-born Black women, and (c) if weathering existed in U.S.-born and foreign-born Black women. A quantitative design using the 2017 Natality Public Use File was employed that included non-Hispanic Black women ages 15 to 44 years. Chi-square test and binary logistic regression were used for the data analysis. Key findings revealed (a) a statistically significant association between preterm birth and chronic preconception health risk factors in both groups of women, (b) U.S.-born women were roughly 1.4 times more likely to have a preterm infant than foreign-born women, and (c) both groups experienced weathering. This study might positively impact social change by offering an alternative perspective to the reproductive health advantage of foreign-born Black women. This perspective can aid in advancing policy and systems change strategies to address the root causes of racial and ethnic disparities in birth outcomes, advance health equity, and improve maternal health.