Youth experiences with digital technologies demonstrate untapped potential for informing school-based learning responsive to adolescent identity and socialization practices (Ito et al., 2008). This study presents the formation of a collaborative model for appropriating youth and digital practices for developing new literacies with high school students in the U.S.-Mexico borderlands (New London Group, 1996). The research incorporates diversity in technology access and participation of predominately Latino students in English classrooms as a resource to engage literacy development across multiple discursive domains and challenge deficit discourses for Latino youth.The participatory approach combines interventionist research, in the cultural historical tradition of expansive learning (Engeström, 1987) with ethnographic methods for informing curricular practice (González, Moll,&Amanti, 2005; Lee, 2007) and new literacies pedagogy stressing collaborative, critical, and multimodal semiosis infused with Freirian praxis (Coiro et al., 2008; Freire, 1999; Lemke, 2003). Research involved co-developing, co-teaching and daily participant observation within the multiple online and offline spaces of a high school writing course, a weekly after school club begun with students from the class and several additional classrooms. A variety of data illustrates tensions and synergies of migrating practices across systems of activity represented by teacher, researcher and student standpoints. The research maps how socio-spatial relationships among academic and youth discourses, modalities, and participants' classroom positions were reconfigured through the use of digital tools joined with pedagogies responsive to adolescents' social and digital practices.An afterschool group's wiki participation extended students' oral and visual literacies into written expression and gave other participants a model of collaborative practice to guide classroom interaction. Engaging familiar and new tools for inquiries based on youth interests and complementary analytical concepts emphasized the primacy of the social and pedagogical aspects of technology. Students' agency in theorizing identity and developing representational spaces (Lefebvre, 1991) emerged as a key mediator for expanding their literacies across personal and academic contexts. In the collaborative process, participants forged new, hybrid genres, audiences and identities for distributing and developing their literacy practices across false dichotomies of home/school and online/offline spaces, and for reconfiguring normative school literacy regimes.

Unintended pregnancy (UP) is increasing among Latinos in the United States. Unintended pregnancy contributes to many negative consequences for infants, mothers and families. Concurrently, various factors affect Latino couples’ sexual relationship power, communication and decision making about family planning, including sexual relationship power, relationship commitment, dyadic adjustment, individual background, and cultural characteristics. Previous research has not focused on understanding the factors that affect Latino couples’ sexual relationship power, communication and sexual decision making from each partner’s perspective. The purpose of this study was to examine the association between sexual relationship power, communication, and sexual decision making from each partner’s perspective in relationship to family planning. In a cross-sectional design, recruited were a convenience sample of 40 Latino couples whose female partners in their second/third trimester from prenatal care clinics. Almost half of the participants were Mexican (males: 48%; females: 43%). The mean ages were 28 years (males, SD:5.67) and 26.5 years old (females, SD 4.81). Sample characteristics and partner responses were compared and contrasted. Machismo, perceived relationship commitment, relationship satisfaction and perceived decision making significantly contributed to the variance in sexual relationship power among women (F(8,26) = 6.776, p < 0.001). Increasing sexual relationship power through Latina empowerment and mutual decision making has the potential to build sustainable relationships. Relationship commitment, relationship satisfactions as well as cultural values (machismo and marianismo) were also the significant predictors for most of the study key variables. Decision making conversations among couples should optimally begin before the initiation of sexual activity and continue throughout the couples’ active sexual relationship. Couples communication facilitates making known each other’s will and thoughts and helps to promote healthy reproductive and sexual lives. Findings will contribute to developing targeted interventions to decrease UP while increasing quality of life for Latino families.

Doctor of Philosophy / Department of Curriculum & Instruction / M. Gail Shroyer / Home computer ownership and Internet access have become essential to education, job security and economic opportunity. The digital divide, the gap between those who can afford and can use computer technolgies remains greatest for ethnic/racial groups placing them at a disadvantage for economic and eductional opportunties. The purpose of the study was to gain understanding and insight into the sociocultural factors influencing the digital divide as related to Latinos as a group, specifically a group of non-traditional Latina pre-service teachers from Southwestern Kansas in a required online instructional media and technology course. The folowing sociocultural factors 1) generational status, 2) English language ability, 3) educational attainment, 4) socioeconomic status and 5) gender identity are defined and identified in relationship to the success of eight Latina non-traditional, pre-service teachers in a required online instructional media and technology course as a requirement in their pursuit of a degree in elementary education. Four of the five sociocultural factors explored in this study; generational status, educational attainment, socioeconomic status, and gender roles appeared to influence the success of Hispanic, non-traditional pre-service teachers enrolled in the required online instructional media and technology course. Only one of the factors, English language ability, did not appear to have any direct influence on the success of these particular students. Although many of the students struggled with conventional use of English and this undoubtedly influenced their success in other courses, it did not inhibit their success in the on-line media and technology course. Participants were most expressive in their personal interviews about the influence of gender roles, both as a motivator and an inhibitor of success. These sociocultural factors also influence one another, particularly as generational status influences, English language ability, educational attainment, gender roles, and ultimately socioeconomic status. Socioeconomic status, in turn, highly influences computer ownership and Internet access which leads to reduced familiarity with computer and technology terminology, prior experience with computers, and the participant’s perceived self-efficacy in using computer technology for teaching. These factors all then influence the digital divide and the gaps that exist between Hispanics and other racial / ethnic groups.

Latin Americans immigrating to New Orleans during the Jim Crow period found New Orleans to be a place where they could assimilate. Several factors produced a tolerant climate for Latin Americans. These included New Orleanians' tolerant attitude, which was possible since Latin Americans arrived in small numbers and different waves. Latinos also helped develop trade with Latin America. Also, unlike other areas in the country, immigrants that came to New Orleans came from all over Central and South America. They were a highly skilled group and acted as cultural and power brokers between Latin America and the city. In spite of the variety of racial mixtures, Latinos in New Orleans could claim social and legal whiteness. A pattern of immigration is revealed: small numbers, economic, cultural and educational diversity, a desire to assimilate rather than segregate, and social and economical mobility.

A presença preceptiva da doutrina retórica das ideai de estilo tal como reguladas pelo retor grego Hermógenes registra-se em terras italianas, portuguesas e espanholas, entre os séculos XVI e XVIII. Ora, increve-se nos debates que opõem detratores e defensores do gênero de poema misto. Entre os autores presentes nestes debates está Manuel de Galhegos, cujo prólogo epidítico à Ulyssea, ou Lisboa Edificada elogia a elocução do poema heroico de Gabriel Pereira de Castro com base no Peri iden e permite que se discutam os diferentes usos de Hermógenes entre tradutores, comentadores e glosadores desde tratado, desde Jorge de Trebizonda. Ademais, Francisco José Freire, conhecido como Cândido Lusitano, na Arte poetica, ou Regras da Verdadeira Poesia em geral, e de todas as suas especies principaes, tratadas com juizo critico, censura a tragicomédia como misto vicioso, nem trágico nem cômico, sem proporção e sem unidade. Essa censura da tragicomédia atualiza argumentos atinentes à controvérsia doutrinária que remonta aos fins do século XVI e inícios do século XVII, a qual opõe eruditos como Giasone Denores e Giovanni Battista Guarini, autor de Il Pastor Fido, poema considerado exemplar no gênero e legitimado pela doutrina atribuída a Hermógenes. / The Hermogenes rhetorical theory of stylistic ideai became evident in Italy, Portugal and Spain during the 16th and 18th centuries. This doctrine is related to debates among critics and apologists for the mixed genres. Among the authors involved in theses debates is Manuel de Galhegos, whose epideictic preface to Ulyssea, ou Lisboa Edificada praises this Gabriel Pereira de Castros heroic poem based on Peri iden and enable this thesis to discuss the different uses of Hermogenes by translators, commentators and glossers, since George of Trebizond. Besides, Francisco José Freire, also known as Cândido Lusitano, on the Arte poetica, ou Regras da Verdadeira Poesia em geral, e de todas as suas especies principaes, tratadas com juizo critico, blames tragicomedy as a vicious mixture, neither tragic nor comic, without proportion or unity. This blame reaffirms arguments concerning to poetic controversies of the late sixteenth and early seventeenth centuries, which opposes scholars like Giasone Denores and Giovanni Battista Guarini, author of the Pastor Fido, a poem that is known as an example in terms of Hermogenes theory of a misture of ideai.

A presença preceptiva da doutrina retórica das ideai de estilo tal como reguladas pelo retor grego Hermógenes registra-se em terras italianas, portuguesas e espanholas, entre os séculos XVI e XVIII. Ora, increve-se nos debates que opõem detratores e defensores do gênero de poema misto. Entre os autores presentes nestes debates está Manuel de Galhegos, cujo prólogo epidítico à Ulyssea, ou Lisboa Edificada elogia a elocução do poema heroico de Gabriel Pereira de Castro com base no Peri iden e permite que se discutam os diferentes usos de Hermógenes entre tradutores, comentadores e glosadores desde tratado, desde Jorge de Trebizonda. Ademais, Francisco José Freire, conhecido como Cândido Lusitano, na Arte poetica, ou Regras da Verdadeira Poesia em geral, e de todas as suas especies principaes, tratadas com juizo critico, censura a tragicomédia como misto vicioso, nem trágico nem cômico, sem proporção e sem unidade. Essa censura da tragicomédia atualiza argumentos atinentes à controvérsia doutrinária que remonta aos fins do século XVI e inícios do século XVII, a qual opõe eruditos como Giasone Denores e Giovanni Battista Guarini, autor de Il Pastor Fido, poema considerado exemplar no gênero e legitimado pela doutrina atribuída a Hermógenes. / The Hermogenes rhetorical theory of stylistic ideai became evident in Italy, Portugal and Spain during the 16th and 18th centuries. This doctrine is related to debates among critics and apologists for the mixed genres. Among the authors involved in theses debates is Manuel de Galhegos, whose epideictic preface to Ulyssea, ou Lisboa Edificada praises this Gabriel Pereira de Castros heroic poem based on Peri iden and enable this thesis to discuss the different uses of Hermogenes by translators, commentators and glossers, since George of Trebizond. Besides, Francisco José Freire, also known as Cândido Lusitano, on the Arte poetica, ou Regras da Verdadeira Poesia em geral, e de todas as suas especies principaes, tratadas com juizo critico, blames tragicomedy as a vicious mixture, neither tragic nor comic, without proportion or unity. This blame reaffirms arguments concerning to poetic controversies of the late sixteenth and early seventeenth centuries, which opposes scholars like Giasone Denores and Giovanni Battista Guarini, author of the Pastor Fido, a poem that is known as an example in terms of Hermogenes theory of a misture of ideai.

In the present study, we examined hope and positive problem orientation as additive predictors of suicidal risk, namely, hopelessness and suicide behavior, in a sample of 155 (37 males and 118 females) Latinos. Consistent with expectations, we found hope and positive problem orientation to be associated with lower suicidal risk. In addition, results of conducting hierarchical regression analyses indicated that hope accounted for significant variance in both indices of suicidal risk. Moreover, the inclusion of positive problem orientation as a predictor was found to account for additional unique variance in both indices of suicidal risk, beyond what was accounted for by hope. Finally, results of conducting additional analyses indicated a significant Hope × Positive Problem Orientation interaction effect in accounting for suicidal risk. Some implications of the present findings are discussed.

The purpose of the study is to provide an understanding of the emotional and cultural needs Latinos experience when grieving the loss of a loved one. Current research shows that the Latino community is less likely to seek mental health treatment including end of life and bereavement services. This study uses a qualitative approach examining participant’s experiences during the bereaved phase focusing on emotional needs. The study reveals that Latinos experience emotional distress during bereavement and grief. It also identifies a scarcity of programs designed to meet the needs of the bereaved of Latino communities in the Inland Empire where this study takes place. The study explores different barriers that prevent Latinos from accessing and utilizing bereavement services among Latino communities, social work professionals, and organizations focusing on emotional and mental health. The study reveals that Latinos have a need for culturally sensitive programs to help them process feelings of grief and loss; language, values, and traditions are identified as main cultural characteristics including family and religion. The study identifies support groups, counseling, home visits, and phone calls as the top bereavement services needed in Latino communities as well as professionals who can understand their cultural needs.

Neuropsychological tests are standardized tasks used to measure psychological functioning that is associated with a particular brain structure. These tests often are used in diagnosing a cognitive deficiency resulting from brain injuries. Currently, there are a limited number of studies that have focused on standardization of neuropsychological tests in Latin America. Therefore, the vast majority of cognitive tests used in the evaluation of patients with brain damage have no normative parameters adjusted to the cultural characteristics of Latinos and Latinas. As a result, neuropsychological diagnoses among this population may be inadequate, and evaluation of rehabilitation program effectiveness limited. The importance of culturally appropriate indices of neurological tests cannot be overstated; of all the problems presented by individuals with brain injuries, cognitive disorders are the leading source of disability for adequate work, family, and social reintegration among this group. There is an urgent need to standardize neuropsychological tests in Latin America, among Latinos in the US and any other regions where neuropsychological test have not been standardized. An important population subgroup in Latin America severely lacking in norms for many neuropsychological tests are those deemed illiterate or unable to read or write. Developing normative data for individuals who are illiterate will allow neuropsychologists to have a more accurate comparison when attempting to diagnose cognitive deficits among this group in Latin America. This dissertation is unique, as no other studies have looked at the normative data and standardization of neuropsychological tests within this population in Latin America.

A number of studies have sought to identify factors influencing STEM students’ success in colleges and universities (Crisp et al., 2009; Excelencia, 2011; Hagedorn & Purnamasari, 2012). However, there are few qualitative studies focusing on students’ perspectives and how they make meaning of their experiences as participants in a mentoring program. The main purpose of this research was to explain the perceptions of Latino students in a STEM Mentoring Program at Miami Dade College. Because this study sought to gain an in-depth understanding of how students involved in a mentoring program make meaning of their experiences, the type of qualitative research that fits this inquiry was a single case study. This study was undertaken to address these questions: (a) How do STEM students make meaning of mentorship? (b) How do STEM students construct their experiences in the Program? (c) To what extent do gender and ethnicity play a role in how students make meaning of their mentoring experiences? (d) What do students identify as important for succeeding in a mentorship program? The major findings of this study were: (1) For the participants, a formal mentoring programs offers various forms of academic support, but they found interpersonal support with informal mentors; (2) For the participants, in a formal mentoring program a career match between mentor and mentee is essential; (3) For the participants, the required number of meetings in a formal mentoring program was burdensome, but other required activities were important; (4) For the participants, the peer mentoring experience was important and self-fulfilling; (5) For the participants, the gender or race of the mentor was insignificant, but some believed that sharing the same cultural background made them feel more connected with their majors; and (6) For the participants, encouragement and emotional support from their families was important, but only those with college-educated parents received the academic and financial support necessary important to succeed in college; (7) For the participants, a mentoring program will be successful if there are opportunities for building community among students and faculty, but ultimately, what matters for success are the personal characteristics of students. This study was significant because it provided insight into what students understand are key experiences of being in a mentoring program, and it also identified the kinds of institutional support students themselves thought would help in STEM careers. This information can help institutions of higher education plan and administer effective mentoring programs in STEM or even other fields.