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Through ethnography, I examine how hip-hop’s expressive forms are being used as the raw materials of everyday life by residents of the San Francisco Bay Area, home to what many regard as one of the most stylistically prolific, politically charged, and racially diverse hip-hop “scenes” in the world. This focus on regional specificity provides a greater understanding of the impact hip-hop is having on the ground, as an aspect of localized lived practice. Throughout, I make the case for the importance of ethnographically grounded localized research on U.S. hip-hop, which is surprisingly still relatively rare. Most scholars simply stress its continuity within a set of deterritorialized Diasporic African and African-American verbal-art traditions. My aim is not to contest this assertion, but to add to the body of knowledge about one of the most significant cultural inventions of the twentieth century by exploring hip-hop’s racial heterogeneity and its regional specificity. Acknowledging this kind of diversity allows us to reconceive what hip-hop is and how it matters in U.S. society beyond the ways it is usually framed: as either an oppositional form of black-vernacular culture or a co-opted and corrupted commodity form that reinscribes hegemonic values more than it actually contests them. Examining hip-hop within a specific, regionally delineated community reveals how hip-hop’s role in American life is more nuanced and complex. It is neither a pure vernacular expression of an oppressed class nor merely a cultural commodity imposed upon consumers and alienated from producers. In the Bay Area, hip-hop “heads” simultaneously consume mass-produced rap while producing homespun forms of music, dance, slang, fashion, and folklore. Through these forms, they construct individual and group identities that register primarily in expressive, affective terms. These novel cultural identities complicate rigid social markers of race, gender, and class; more specifically, they challenge the widely held perception that hip-hop is solely the terrain of inner-city young African-American men. More fundamentally, a sense of belonging is engendered through localized modes of expression and embodied style that manifest through shared practices, discourses, texts, symbols, locales, and imaginaries. / text

Made available in DSpace on 2016-04-28T19:34:00Z (GMT). No. of bitstreams: 1 Andrea Sampaio Volpe.pdf: 893408 bytes, checksum: 4388d284fb62ccf2cc3e889e1797ddf9 (MD5) Previous issue date: 2015-09-09 / This dissertation, in regard to Portuguese language field, has as its theme the study of the etymon (word root) of the Greek and Latin languages employed on a more frequent basis in the medical discursive domain. The objectives are to contribute to the studies at the Etymology field, aiming at increasing the expressive capacity as well as the degree of accuracy in the use of medical terminology of Portuguese language upon the Greek and Latin etymon knowledge. For that purpose, the most frequent terms of the Dermatology, Cardiology and Oncology specialities have been looked up in three dictionaries, in order to gain a broader understanding of their morphosemantic elements (lexemes, prefixes and suffixes), enabling the deduction of their meanings grounded on the etymological knowledge. This study has been predicated on the basis of theoretical studies developed in Terminology and Lexicology (Mario Viaro, Lídia Almeida Barros, Maria Tereza Biderman, Maria da Graça Krieger e Maria José Finatto) on the principles of the Portuguese Etymology and Morphology (Celso Cunha e Lindley Cintra; Antônio Sandmann). The obtained results indicated that: a) the Greek and Latin lexemes present a high degree of transparency in relation to their etymological meanings; therefore, facilitating the language users comprehension; b) the highest productivity in the etymon lies in the affixes, that is, there is a degree of polysemy in each of them, which justifies the semantic opacity in relation to the lexemes; c) as to the medical specialities, the scientific term presented a higher transparency in relation to their eponym. The main contribution of this study is, therefore, that the knowledge of etymological values presented in every morphic element of a term is paramount for the mastery of its signification / Este trabalho, situado na linha de história e descrição da língua, do Programa de Estudos Pós-Graduados em Língua Portuguesa, tem por tema o estudo dos étimos gregos e latinos na língua, empregados com maior frequência na formação de unidades lexicais terminológicas do português em uso no domínio discursivo da Medicina. Seus objetivos são contribuir com os estudos na área de Etimologia, visando ao aumento da capacidade expressiva e do grau de precisão no uso da terminologia médica mediante os conhecimentos dos étimos gregos e latinos. Para a realização desta pesquisa, selecionamos, a partir de três dicionários, termos científicos utilizados nas áreas de Cardiologia, Dermatologia e Oncologia que fazem uso desses étimos, a fim de analisar seus elementos morfossemânticos (lexemas, prefixos e sufixos), permitindo a dedução de seus significados a partir do conhecimento etimológico. Fundamentamos o trabalho em estudos teóricos desenvolvidos em Terminologia, Etimologia e Lexicologia, pautando-nos pelos autores Mario Viaro, Lídia Almeida Barros, Maria Tereza Biderman, Maria da Graça Krieger e Maria José Finatto; quanto à Morfologia do Português, recorremos a Celso Cunha e Lindley Cintra e Antônio Sandmann. Os resultados obtidos apontaram que: a) os lexemas gregos e latinos apresentam alto grau de transparência em relação a seus significados etimológicos, logo, de fácil compreensão por parte dos usuários da língua; b) a maior produtividade nos étimos está nos afixos, isto é, há um grau de polissemia, uma multiplicidade de sentidos na significação de cada um deles, o que justifica a opacidade semântica em relação aos lexemas; c) nas áreas da medicina, o uso do termo científico apresentou maior transparência em relação ao termo eponímico. A contribuição principal da pesquisa, portanto, é que o conhecimento dos valores etimológicos presentes em cada elemento mórfico de um termo é fundamental para o domínio de sua significação

Suicide represents a major problem for all members of society. Findings from studies have shown that suicide risk is among the highest in young adult populations. Although a variety of factors have been identified in trying to predict suicide risk in young adults, one variable that has received considerable attention has been social disconnectedness. For example, according to Joiner’s (2005) theory of suicide, being socially disconnected from others represents a critical factor that heightens a person’s risk for suicide. Consistent with this view, findings from numerous studies have shown a reliable association between loneliness and suicide risk (Hatcher & Stubbersfield, 2013). For example, Chang and his colleagues (Chang et al., 2015; Chang, Muyan, & Hirsch, 2015; Muyan & Chang, 2015) have found a reliable association between loneliness and greater suicide risk (e.g., hopelessness, suicidal behaviors) in diverse cultural groups. Indeed, in one study, Chang, Hirsch, Sanna, Jeglic, and Fabian (2011) found that loneliness was an important predictor of suicide risk in Latina college students. Although these findings are important and point to the potential value of loneliness as a predictor of suicide risk in diverse adult groups, they do not take into account more culture- specific variables. Accordingly, we conducted the present study to examine the extent to which culture- specific (emic) variables might play an important role in predicting suicide risk, and to also determine if the inclusion of a general (etic) explanatory variable would add to the prediction of suicide risk, namely, hopelessness and suicidal behaviors, in a sample of 155 Latino college students. We conducted a pair of regression analyses including demographic variables (viz., age & sex) in the First Step, ethnic identity variables (ethnic affirmation, ethnic identity achievement, ethnic behaviors, & other group orientation; Phinney, 1992) in the Second Step, and loneliness (Russell, Peplau, & Curtrona, 1980) in the final Third Step, in predicting hopelessness and suicidal behaviors. Results of these analyses for both outcomes indicated that demographic variables did not account for significant variance in suicide risk. However, ethnic identity variables, as a set, were found to account for a significant 11% of the variance in hopelessness, and a significant 10% of the variance in suicide behaviors. Noteworthy, the inclusion of loneliness was found to account for an additional 19% of unique variance in hopelessness, and an additional 13% of unique variance in suicidal behaviors. Taken together, our findings underscore the importance of considering both emic and etic factors in trying to identify variables that may place Latinos at heightened risk for suicide. Additionally, our findings also point to the potential value of targeting specific ethnic identity variables (e.g., ethnic identity achievement) as well as loneliness when working with Latinos at risk for suicide.

Latino college enrollment rates in South Carolina do not reflect the overall increase in the Latino population in the state, which suggests that schools, colleges, and universities may be unprepared to serve the unique needs of Latino students. Consequently, Latino students are less likely to pursue opportunities in higher education than their non-Latino counterparts, which raises significant public policy concerns about equity and the potential economic contributions of the Latino communities. The purpose of this narrative policy analysis (NPA), based upon critical race theory, was to explore the perceptions of Latino students, parents, and advocates related to opportunities in pursuing education after high school in Greenville County, SC. Criterion and snowball sampling identified 15 individuals from whom interview data were acquired. Participants included 7 Latino students, 3 of their parents, and 5 advocates of Latino student attainment of college education. Secondary data consisted of higher education related legislation, policy documents, and reports. Data were inductively coded and analyzed using Roe's NPA procedure. These findings suggest that, at least according to these 15 participants, multiple barriers to college enrollment exist, including cultural expectations and unfamiliarity with the college application and financial aid processes. This study could encourage policy makers to consider perspectives of critical race theory as they create policies and support culturally relevant programs and financial aid guidance to Latino parents, students, and high school counselors. Such programs would lead to positive social change by promoting higher educational achievement, which is essential for the profitable employment of Latinos in the private and public sectors in South Carolina.

A partir d'une ethnographie de la mobilité des travailleurs colombiens originaires de classes moyennes urbaines, cette recherche explore les recompositions spatiales, sociales et d'entraide, à la lumière d'une mondialisation qui prône la flexibilité tout en limitant la mobilité de certains. Les Colombiens font parti du groupe des indésirables au niveau de la mobilité internationale et passent par des formes de contournement et de dénationalisation; mais ils sont bien placés au sein de l'échelle des migrants aux Etats-Unis où ils reconstruisent des identités positives. Cette approche contribue aux études sur les latinos aux Etats-Unis en y positionnant le groupe des Colombiens qui bien que numériquement important est aujourd'hui invisible, mais aussi au débat sur le rôle des réseaux sociaux dans les mobilités. Ces migrants n'utilisent les réseaux d'origine nationale que comme une aide parmi d'autres et la méfiance joue un rôle récurrent dans les liens qu'ils développent. L'approche multi sites incluant le pays d'origine a permis de mieux interpréter les stratégies des personnes qui se construisent au sein d'un seul champ social. L'étude rend compte de la remise en question des hiérarchies et du rôle des femmes au sein des relations transnationales. Enfin, ce travail questionne la fonction de la ville globale et des quartiers multi ethniques non ségrégués dans l'accueil des migrants. En effet, loin des schémas des quartiers ethniques isolés, les Colombiens ont construit différents «espaces colombiens» dont Jackson Heights, dans le Queens, serait un nœud essentiel leur donnant accès à un capital social au niveau du «Grand New York», mais aussi de certains réseaux transnationaux.

<p>The purpose of this narrative inquiry is to portray a complex picture of Mexican origin immigrants living in the United States. This study portrays their lives, their experiences, and their thought processes from the moment they made their life-changing decision to immigrate to the USA until their current realities of life in the American Midwest. The stories discussed and the interpretations made are the result of oral interviews with four families conducted in their native language of Spanish. The personal experiences of the seven participants are familiar to thousands of immigrants who arrive to the USA daily. Although these immigrants experience a great deal of hardship, they also develop a strong layer of resilience and solidarity with each other. The study also provides an in-depth analysis of key works of literature written by, and about, Mexican and Hispanic immigrants. These books are: <i>Con Respeto: Bridging the Distances Between Culturally Diverse Families and Schools, An Ethnographic Portrait </i>(Valdés, 1996); <i>Of Borders and Dreams: A Mexican-American Experience of Urban Education </i>(Carger, 1996)<i>; The Circuit: Stories from the Life of a Migrant Child </i>(Jiménez, 1997)<i>; The Undocumented Americans</i> (Cornejo Villavicencio, 2020)<i>; </i>and <i>The House on Mango Street</i> (Cisneros, 1984). The experiences portrayed within these masterful works are then connected to those of the participants of this narrative inquiry. Additionally, connections are made by the researcher, a scholar of Mexican origin living in the American Midwest. This work illustrates why people choose to emigrate, their family and gender roles, their focus on educating the next generation, and their strong religious faith. It also depicts their challenges, fears, and resilience as they navigate living “between two worlds.”<br></p><p></p>

This thesis examined the relationship between classroom quality, approaches-to-learning, and early academic skills among 384 Latino dual language learners (DLLs) enrolled in Florida Head Start programs. The children were living in low-income homes where Spanish was the primary language spoken by at least one parent. The study analyzed the extent to which approaches-to-learning behaviors moderate early literacy and numeracy skills in Head Start classrooms of varying quality. During the spring of their prek-4 year, the children were administered the English and Spanish Letter-Word Identification and Applied Problems subtests of the WJ-III (Woodcock, McGrew, & Mather, 2001) and the Batería III (Muñoz-Sandoval, Woodcock, McGrew, & Mather, 2005) Tests of Achievement. General features of classroom quality were measured using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). Multilevel models indicated that there is a negative association between a classroom's level of emotional support and early English Literacy Skills, a positive association between Attention/Persistence Learning Behaviors and early English Literacy Skills, and a positive association between Competence Motivation Learning Behaviors and early English Numeracy Skills. Approaches-to-learning behaviors did not moderate the relationship between classroom quality and early academic skills. Results are consistent with previous research that has found that general measures of classroom quality may not capture the cultural and linguistic factors that influence a DLL's early academic skills. The current findings are consistent with previous literature on the positive influence of approaches-to-learning behaviors on early academic skills. Implications for practice include using culturally responsive teaching practices, creating a positive classroom environment, and supporting the development of Attention/Persistence and Competence Motivation Learning Behaviors. Implications for research include strengths-based research examining the promotive role of approaches-to-learning in DLL development and using culturally sensitive measures of classroom quality.

Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children. This study applied a multiple probe design across units of instruction to evaluate the effects of a supplemental PA and AK intervention delivered in Spanish that explicitly teaches transfer of these skills to English. The aims of the study were to determine: 1) whether children receiving this intervention would make gains in their Spanish PA skills following the intervention; 2) whether they would apply the PA skills they learned from Spanish to English; 3) whether they would make gains in their Spanish AK skills; and lastly; 4) whether they would apply these Spanish AK skills to English. Four Latino preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills. The results indicated that children made large gains in their Spanish PA skills and small to moderate gains in their AK skills. Children also applied the skills they learned in Spanish to English. These findings provide preliminary evidence Latino preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

Over the course of a modern lifetime, television viewing accounts for a significant amount of information taken in by viewers. Within that consumption lies a potential problem. Viewers may learn erroneous messages about people and the world. Since television has characterized Latinos in ways that have emphasized cultural stereotypes, viewers may learn to perceive them in a corresponding manner. A questionnaire was administered to a sample of 403 students from five universities and two community colleges located in Northern California. The respondents completed a seventy-one item questionnaire. Five key variables were utilized to measure relationships between them. The key variables included: learning about Latinos from television, positive perceptions of Latinos, negative Latino stereotypes, willingness to communicate with Latinos, and self-esteem. Frequency, correlation, and regression analyses indicated that there was significant interplay between the key variables. The results revealed an association between learning about Latinos from television and negative Latino stereotypes. Similarly, lower willingness to communicate with Latinos was associated with negative Latino stereotypes. However, higher willingness to communicate with Latinos was associated with positive perceptions of Latinos. Likewise, willingness to communicate with Latinos was positively associated with self-esteem. A multiple regression analysis indicated that learning about Latinos from television and lower willingness to communicate with Latinos were predictors of negative Latino stereotypes. Conversely, a second regression analysis indicated that higher willingness to communicate with Latinos and positive interaction with Latinos were predictors of positive perceptions of Latinos.