This paper examines the educational acculturation experience of Latinos in the United States (U.S.) and the processes of identity formation. Through the historical Latino experience in the early 20th century, we can see the remaining influences of historical inequality (e.g. exploitation of labor, de jure segregation) through negative perceptions of Latinos. Negative stereotypes and incorrect assumptions presented in society (e.g. media, educational system, and justice system) perpetuate inferiority in comparison to White Americans. In the context of a school environment, Latino children begin to realize they are different. When non-native English speakers enter the classroom, immediate differences in language, cultural values, and peer interactions impact identity development and negatively influence self-perceptions. The Two-Way Immersion (TWI) approach to teaching will allow Latinos to develop their ethnic identity without interference from the dominant American culture through an integrative language approach of English and Spanish instruction. These are the beginning steps for creating stronger ethnic identity, biculturalism, and potential method to reverse institutionalized discrimination through education.

<p><a>This study sought to identify obstacles and challenges that impact political participation and involvement among Latino voters. At the same time, it explored how the Latino Democrats of Allen County (LDAC), a constituency caucus in a primarily conservative area, could address such barriers to engage Latinos from the area politically (specifically in support of the Democratic party). Social Identity Theory provided a backdrop from which to examine the challenges and obstacles that Latinos face to participating in local government. By exploring these questions from the perspective of Social Identity Theory, I examined how a demographic in a primarily conservative area grapples with their political participation. Findings suggest that Latinos struggle with their participation due to lack of awareness about opportunity, low political efficacy, lack of trust in the political process and those that facilitate it, and lack of education about how the political process works. Literature on communication strategies and techniques used by organizations and groups with similar structures and goals provided a roadmap for constructing a functional and meaningful strategic communication plan for LDAC based on the findings from this study.</a></p>

Latino immigrants who lack assimilation into U.S. society often experience discrimination and immigrant backlash. The purpose of this exploration was to better understand the historical lack of assimilation of Latino immigrants, so they may avoid discrimination and have more access to goods and services. Self-determinism helped explain why the Latino immigrant group has a problem assimilating due to exclusionary practices, while segmented assimilation offered explanations on why assimilation is difficult. In this study, assimilation was measured according to English mastery by Spanish speakers. The research question was focused on what extent the level of generational standing, education, and income relate to assimilation for Latinos in the United States. A correlational design with multiple regression analysis was used in this study to analyze the Latino National Survey of 2006 secondary data (N =8634). Results indicated that every variable was significant except grandparents born outside the United States. The implications for positive social change include providing research-based information that might assist policymakers to develop programs and laws that better assist the Hispanic ethnic group to assimilate into United States.

The American Diabetes Association (ADA) data suggest that Latinos share a greater burden of disease than do non-Latino Whites with type 2 diabetes. As a result of poor glycemic control, Latinos also suffer consequences such as blindness, kidney disease, and limb amputation more often than do other ethnic groups. The purpose of this study was to compare demographic factors of Latinos with well-controlled type 2 diabetes, as measured by a HgbA1c of 7 or less (n = 118) to Latinos not well controlled (n = 105). This cross sectional study used a secondary data set with a sample selected from the population of an urban, federally-qualified health center. The sample included all who were diabetic and Latino. Demographic factors examined included distance to a supermarket and gym, age, gender, language, employment status, health insurance status, number in family, and role in family. Using Chi square analysis, each demographic factor was cross-tabulated with the HgbA1c, the proxy for control, to determine which, if any, factors were associated with poor disease control. The results of the analyses showed no correlation between the demographic factors examined and poor control of diabetes. Although no positive associations were determined, this study provided information that was lacking in the literature. It provided data indicating that these demographic factors do not seem to affect diabetic control. This information was not previously found in the literature. Using the social epidemiological model, suggestions for interventions were made, such as incorporating family and social factors into individualized diabetes care plans, to improve diabetes care. Implementing the suggestions could possibly minimize the burden of illness among Latino diabetics and reduce this health disparity for Latinos.

For the past 200 years, Latinos have comprised the largest, consistent category of immigrants in the United States. This influx has created a need for culturally competent psychological treatment of a population that suffers from acculturative stress, defined as the stress a minority member experiences while trying to adjust to the culture of the majority. Researchers have studied Latino immigrants' enduring trials as they adjust to life in the United States. Nevertheless, there is limited research on the quantification of factors contributing to acculturative stress. Based on the conceptual framework of bidimensional acculturation and Latina/o critical race theory, predictors of acculturative stress among Latino immigrants (N = 172) were examined in this quantitative cross-sectional study. Data were collected using a convenience sample from several public areas located in Miami, Florida. Forced entry regression analysis weighed factors such as: documentation status, experiencing prejudice, gender, income, the number of family members present, confidence in English, age, and number of years in the United States. The results demonstrated only experienced prejudice weighed significantly in the regression model (β = .43, p < .05), and was therefore correlated with acculturative stress scores. The results of this study may help to increase mental health professionals' awareness of how experiences of discrimination can impact the acculturative stress of their immigrant clients. To improve service to this community, mental health professionals and their institutions can take steps to counteract the biases associated with the acculturative stress of Latino immigrants, thereby establishing themselves as an ally to this population.

By 2010, forty-six years after the Civil Rights Act of 1964 and two years after the election of the nation's first Black president, Barack Obama, the U.S. had seemingly become a post-racial society. However, in 2010, Arizona’s Senate Bill 1070 was under fire and challenged as racially discriminatory. While the bill was popular among white Arizonians, critics charged that SB1070 could facilitate the racial profiling of all Latinos in state law enforcement officers' efforts to check the legal status of those they suspect are undocumented. Analyzing 70 recordings from the Arizona house floor, press conferences, and television interviews during 2009-2012, I investigate how elected and public officials discuss their support for this contested legislation. Proponents of the bill largely used color-blind maneuvers in response to questions concerning racial profiling and Latinos, but simultaneously constructed racialized undocumented immigrants as criminals and economic burdens. Consequently, political supporters of SB 1070 engaged in a racial discourse evoking an implicit white injury ideology that positioned whites as injured by the presence of racialized immigrants, while all Latinos were discursively constructed as immigrants irrespective of their citizenship status, and therefore constructed as outside the (white injured) citizenry.

Diploma thesis is focused on the support of Latinos voters for Donald Trump in the 2020 presidential election. Hispanics in general are more supporters of the Democratic Party, so the increased support for Donald Trump proclaimed in media after the election has been surprising for many experts and public especially regarding Trump's rhetoric and his attacks on some Hispanic prominent figures. In the thesis, I discuss whether Donald Trump gained more Latinos support in the election. I argue that Donald Trump gained more Latino support in the election. The thesis is confirmed in the theoretical and practical part based on an analysis of composition of the Hispanic electorate, pre-election, and post-election surveys and through the analysis of counties with at least 70% concentration of Hispanic population. The thesis also deals with Donald Trump's election campaign and the motivation of Latinos to vote for the Republican candidate. Donald Trump tried to reach out Hispanic voters more than in 2016 through greater funding of political spots, greater representation of Latinos in the election team, debates targeting Latinos voters and other initiatives. These moves were symbolic rather than practical in nature. The voting of Latinos for Donald Trump was probably influenced by external factors - the...

This Capstone Research Project aims to address the certain aspects of Roman Catholic moral teaching. Throughout this project I argue that when it comes to the Lesbian, Gay, Bisexual, Transexual and Queer (LGBTQ+) Catholics, the moral teaching is essentially corrupt. This paper begins by providing an overview of current Catholic teaching relevant to LGBTQ+ persons. In the second section I focus on the lived experience on the Latinx LGBTQ+ community in the United States to demonstrate several flaws in Catholic moral tradition. I place a special emphasis on the Latinx LGBTQ+ community in Florida as I base my argument on the tragic attack against LGBTQ+ people at Pulse Nightclub and I rely on the insights of a social scientific study conducted among LGBTQ+ youth in Florida. In the third and final section of my research project, I engage with the theological anthropologies of M. Shawn Copeland and Ada Maria Isasi-Diaz to create a framework from which a theological corrective action may emerge to remedy the harm done by the deeply corrupt and erroneous Catholic moral teaching.

Latinos are the largest and fastest growing ethnic minority in the U.S. (NCES, 2004). Despite dramatic increases in Latino enrollment, a dearth of information exists regarding culturally responsive services. Latino students face poor education outcomes, including the highest dropout rate of any race (President's Advisory Commission on Educational Excellence for Hispanic Americans [PACEEHA], 2003), and disproportionate over-representation in special education programs (Aaroe, 2004; Artiles & Trent, 1994; U.S. Department of Education, 1992, 1995, 2000). The present study explored issues relevant to serving Latino students who may be at risk for emotional or behavioral disorders. This study used qualitative interviews to better understand the school experiences of Latino students identified as at risk for emotional or behavioral problems using the Systematic Screening for Behavior Disorders (SSBD). Themes from the interviews were organized into four general areas; the results provided in-depth information regarding positive and negative school interactions with peers, characteristics of positive and negative teacher-student interactions, school adjustment issues, and home issues which were relevant to students' education.

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