Research on involuntary childlessness and adoption among heterosexuals is primarily focused on women's needs and perceptions. Consequently, little is known about how men view childlessness and adoption, and less is known about Black men's perceptions. The purpose of this qualitative case study was to explore Black heterosexual men's experiences of considering adoption when involved in an involuntarily childless relationship. Bronfenbrenner's ecological systems theory served as a foundation for this study. Data were derived from semi structured interviews with 7 participants and 3 adoption professionals. Transcribed and coded data were analyzed using MAXQDA 2018, a qualitative data analysis software. Initial codes were drawn deductively, by use of recurrent codes in published literature, and inductively, from an initial reading of the data. Themes were identified among codes, then placed within one of three broad categories: adoption perceptions, childlessness and adoption consideration experiences, and adoption consideration influences. The study results showed that couple difficulty in resolving adoption differences; gender nuances in the adoption decision-making journey; overwhelming social pressure to father children; limited social support; and silence, inaction, or procrastination surrounding adoption were common features of most male experiences. This study has implications for positive social change, as the findings can inform adoption recruiters' outreach program content and methodology. Family counselors will derive insight into multiple issues surrounding involuntarily childless Black couples to provide them with effective conflict resolution intervention.

This thesis is a set of materials in colloquial Aymara, an indigenous language spoken by nearly one million people on the "altiplano" of Bolivia and southeastern Peru. It is designed for use by missionaries of the Church of Jesus Christ of Latter-day Saints assigned to the Bolivia Mission. It was prepared on the assumption that missionaries will have completed approximately three weeks of intensive Spanish language training prior to beginning this course.Each lesson has a pre-class module which previews the vocabulary, grammar, and memorization assignments found in the in-class module, and increases the student's listening comprehension. The in-class module is divided into cycles, each of which begins with a microwave model and subsequent explanation of the grammar point under consideration. The repetition drills are followed by response drills, where answers must correspond to the truth value established in the preceding repetition drill. Controlled conversations, personalized questions and activities follow which are designed to lead the student step by step toward practical and meaningful communication.

A collection of poetry.

Blending migration studies and labor economics, this thesis explores the economic implications of immigrant assimilation in Chile by using probit models to test for employment convergence and labor market convergence between immigrant groups and native Chileans. Using census data from 1992 and 2002, we find significant differences in the employment and labor force participation rates for these demographic groups, affected by the immigrants’ gender, decade of arrival, and country of origin. We see evidence of the nascent care industry in Chile, as well as the implications of the Chilean visa system and employment contracts. Additionally, we see employment probabilities fall for all immigrants prior to the 1993-2002 cohort, due to differences in demographic characteristics and potentially due to labor market discrimination as well. Therefore, we recommend reevaluating and updating the existing Chilean migration legislation to adapt to changing trends, as well as further exploring the immigrant experience and their economic integration in Latin American countries specifically.

American Indian author Susan Power’s novel The Grass Dancer is often categorized as magical realism, yet Power has stated the novel is a representation of her reality and that it is not a magical realist text. The term magical realism was first applied to the work of Latin American authors such as Gabriel García Márquez whose writing depicts magical events in a matter-of-fact narrative tone. It has since expanded to include other cultures. The question is whether it is a term that can readily be applied to the literary work of all cultures. The closest Wendy B. Faris, one of the most prominent experts on magical realism, comes to discussing the term in relation to the work of American Indian authors is by simply acknowledging Ojibwe writer Louise Erdrich’s label as a magical realist author. In order to aid Power in her rejection of the association, I delve into both her Dakota heritage and her life through the lens of biographical criticism in order to obtain a working image of her reality. By locating and examining the seeds of truth in her fiction, I explain the magical qualities of her novel in a rational and logical manner.

Acculturation research has gained interest due to the increasing levels of immigration to the United States. The population of interest for this study was the Latino immigrant population in the United States, as they represent the largest and fastest growing minority in the country. One challenge Latino immigrants can face during the acculturation process is a phenomenon described as nonreciprocal language. This phenomenon is present when first generation parents speak in their native language of Spanish and their children, who are second-generation immigrants, speak in the host culture language of English. The purpose of this study was to focus on the role of nonreciprocal language in the mother-child relationship between first generation Latino immigrant mothers and their second-generation children. A qualitative, ethnographic study was used to investigate 10 participants, including first generation Latino immigrant mothers and their second-generation children in Charlotte, North Carolina. Findings from this content analysis study include mothers' and children's experiences with nonreciprocal language and their acculturation categories, which led to recommendations for new strategies for ESL education and the need to develop programs to help parents raise bilingual children. This information can benefit advocates, policymakers, and other stakeholders involved in programs that are focused on helping children be more proficient in their parents' language or helping parents become more proficient in English. Information from this study can also allow immigrant parents to make informed decisions about their language use and the possible impact on their relationships.

Abstract Many young adult Haitian immigrant students (YAHIS) move to the United States hoping to achieve better lives. This growing population faces many challenges when acculturating to a new country and educational system. Some obstacles include inadequate family and social support, language barriers, limited education, distinct cultural values, a lack of academic materials, a shortage of Haitian teachers, and inadequate educational programs. These psychosocial factors often prevent Haitian immigrants from succeeding in U.S. schools. This study explored YAHIS' experiences of acculturation and education as they relate to these psychosocial factors. Qualitative phenomenological techniques, guided by Adlerian theory, revealed the assumptions, meanings, and feelings of the study participants via in-depth, semi-structured interviews with 10 YAHIS. Key findings included the identification of common themes regarding critical factors for academic success: (a) family support; (b) role of culture; (c) educational opportunities; (d) challenges of acculturation; (e) questioning of self-identify; and (f) personal attitude. These findings may inform schools, universities, and professionals who seek to assist YAHIS acculturate and succeed in the U.S. educational system. The study findings may facilitate positive social change by enabling scholars, school psychologists, educators, and family members to help YAHIS integrate into U.S. society, succeed in education, and contribute to their communities. Specifically, results suggest that administrators must provide increased transparency regarding access to education in the United States and additional information about the registration process to ensure YAHIS acculturate and have all necessary support to succeed in higher education.

As of 2010, depression was the second most serious disorder among developed nations. Historically, African Americans, Latinos, and people of Caribbean descent have underutilized mental health services and have therefore been underrepresented in such statistics. Investigation into depression among Haitian men, from a Western or a non-Western cultural perspective, has been sparse in the literature. Bandura's social learning theory and Mahalik's biopsychosocial framework provided the theoretical foundation for this investigation. The purpose of this quantitative analysis was to explore the relationship between levels of depression in Haitian men related to restrictive emotionality, self-reliance, subjective masculine stress, spiritual well-being, and length of time in the United States. The data were obtained from demographic questionnaires and surveys to among 90 Haitian men residing in the United States, between the ages of 20 to 40 years old. Data were analyzed using multiple regression. The results indicated Haitian men who have been in the United States for a longer period of time showed a significant correlation to depression in comparison to their counterparts who have been in the United States for a shorter period of time (r = .22, p< .04). These results promote social change by providing information about depression among Haitian men to health care professionals, clinicians, and researchers who provide services to this grossly underserved population.

This thesis delves into the role of women in the Zapatista movement and how that role has changed over time in the private, public and political spheres. It also draws parallels between the struggle for female liberation within Zapatismo and the struggles of working-class, women of color movements in the United States. Chapters are focused on topics including women's involvement in the San Andrés Accords, the Women's Revolutionary Law, the Other Campaign and Marichuy's electoral campaign as well as personal observations from time spent in Oventik, a Zapatista caracol. As complement to the text, the thesis includes a visual zine.

This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage Language (SHL) and identity will examine the following questions: a) How did I perceive and negotiate my bilingual identity?; b) What obstacles did I face when speaking English, Spanish or both?; c) What role does SHL have in identity development? I have chosen a qualitative approach, specifically an autoethnography, to answer these questions in order to add to existing literature rooted in the lived experience of Spanish heritage language maintenance. This approach allows me to be the researcher, subject, and narrator of the study, and allows me to reflect on my education as a bilingual and bicultural immigrant student. The autoethnographer’s subjective experiences (my stories) become the primary data and encompass looking at a culture through the lens of the researcher. While searching for themes written in vignettes, my journey is an account of two worlds, which coexist, in the infinite intricacy of language learning, speaking, thinking, and being.