Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

Access to consumer credit as a means of building wealth is one of the least examined forms of social inequality. The recent economic crisis in the United States has brought attention to the significance of consumer credit in our nation's economy; however, less understood are the specific obstacles and barriers that prevent low-income individuals from reaching the "American Dream." In an exploratory manner, this study compared credit access, credit literacy, and credit experience of low-income Latinos and non-Latinos to understand how credit might translate into asset-building and home ownership for Latinos, particular for those in new immigrant destinations where access to ethnic resources is limited. Using survey data on banking practices, credit accounts, and asset ownership gathered from English- and Spanish-speaking residents in northern Utah between 2007 and 2009, this research found that low-income Latino residents are not in the same position to establish credit compared to their low-income non-Latino neighbors. As expected, Latinos in my study have less actively sought credit cards, auto loans, and other forms of debt than non-Latinos. As a consequence their credit literacy and experience is limited. Half of the Latinos in this study are not financially embedded and operate mainly outside the credit economy. Surprisingly, this study revealed that having a bank account does not necessarily change one's financial behavior; in contrast to their native-born neighbors, even Latinos with bank accounts habitually paid bills with cash and/or money orders. Lacking access to and an understanding of credit remains a critical problem for most Latino immigrants, and unless changed such practices are likely to affect their wealth-building potential for years to come. Ironically, choices to remain outside of the credit economy may have spared many immigrants from the kind of financial losses suffered by "financially embedded" individuals during the recent recession. Credit can enable families to purchase assets such as a home that enable them to accumulate wealth. On the other hand, problems with credit can lead to overspending, reliance on credit, bankruptcy, and foreclosure. More research is needed to understand the dynamics of credit and inequality for both Latinos and non-Latinos alike.

College enrollment has improved among Black and Latino students during the last several decades due partly to the influence of formal and informal mentors and increasing parental support of higher education. However, college completion for these underrepresented minority groups continues to lag behind graduation rates for White students. This research sought to examine whether pre-college relationships influence college completion. Using data from the National Longitudinal Study of Freshmen, this study tested the direct and indirect effects of social capital from pre-college networks, including parental capital and mentor capital, race and gender on college completion utilizing logistic regression. The results indicated that one form of parental capital, parental education, is positively associated with college completion for all students. Three forms of parental capital, however, were positively associated with completion for Black students. Contrary to hypothesis, mentor capital was not a significant predictor of graduation for any group. Furthermore, Black and Latina women graduated at higher rates and received more parental support for academic performance than their male counterparts. Implications for future research are discussed.

The number of adolescents in the U.S. who engage in risk behaviors such as alcohol and drug use and unsafe sexual practices has reached alarming levels, with Hispanic adolescents in particular reporting high rates of substance use and sexual activity. This study explored risk and protective factors that influence high-risk behaviors in Hispanic adolescents. A theoretical model was developed based on an integration of Ecodevelopmental Theory and the Theory of Reasoned Action to investigate individual and social factors that affect the risk behaviors of Hispanic adolescents. This study was a cross-sectional, descriptive, secondary investigation of the baseline data of a combined sample of 493 Hispanic adolescent 7th and 8th graders and their immigrant parents who had been recruited for participation in the Familias Efficacy I and II studies. The hypothesized model of relationships included 3 direct effects variables: parent-adolescent communication about sex; adolescent condom use self-efficacy; and family functioning, which integrated 4 constructs: parental involvement; positive parenting; family communication; and parent-adolescent communication. The study model also included 3 indirect variables: parents' acculturation; differential acculturation; and parent's HIV knowledge. Three adolescent risk behaviors served as outcome variables: condom use; drinking alcohol while having sex ; and substance use. It was hypothesized that (1) family functioning, parent-adolescent communication about sex, and adolescent self efficacy would all be directly related to adolescent risk behaviors; (2) parent's acculturation would be related to adolescent risk behaviors indirectly through its association with parent's HIV knowledge and parent-adolescent communication about sex; and (3) differential acculturation would be related to adolescent risk behaviors indirectly through its association with family functioning, adolescent condom use self-efficacy, and parent-adolescent communication about sex. Cronbach's alpha computed for all measures yielded good to excellent reliability coefficients. Pearson linear correlation coefficients were calculated between all of the study variables, followed by confirmatory factor analysis to ascertain the feasibility of collapsing multiple indicators of family functioning and HIV/STIs risk behaviors into single latent variables. Finally, the hypothesized structural equation model was estimated. Beta coefficients were calculated to examine direct effects and Mackinnon's asymmetric distribution of product test was used to evaluate mediated effects. Data analysis failed to confirm any of the study hypotheses; however, post-hoc analyses yielded findings that merit further study. Family functioning emerged as the heart of the model, embedded within a web of direct and mediated relationships. Additional findings suggest that family functioning mediates the effect of parents' acculturation and of parents' HIV knowledge on adolescent risk behaviors. Study limitations include its cross-sectional design, self-report measures, convenience sample and integration of clinical and non-clinical samples. Suggestions are provided for researchers to further explore relationships among the variables, and recommendations made for community nursing practitioners to develop, implement and evaluate HIV/STIs prevention programs for Hispanic adolescents.

Latinos are now the largest public school minority population in the U.S. Because of a shift in the states, cities, and counties where Latinos are choosing to live, many schools that did not previously serve substantial numbers of Latinos are doing so now. Additionally, many of the Latinos in these new settlement areas are recent immigrants who speak little or no English. This qualitative study examined how immigrant Latino parents who speak little or no English supported their children in the English-speaking school system of the U.S. It specifically examined how 12 Spanish-speaking parents negotiated language and culture with their children's school in a new settlement area in the state of Utah. From the interviews I conducted with the Latino parents and school staff members, along with school observations and the collection of other data such as forms and notices, I examined how the parents negotiated language and culture with the school. I then analyzed the themes that emerged from this collection of data using a theoretical framework consisting of postcolonial theory, social and cultural capital, and the concept of social discourses. Major themes that emerged included the concern the parents had for their children's education, the parents' limited participation in the school discourse, children serving as language brokers, the maintenance and growth of their children's heritage language, the hegemony of the English language, and issues involving social and cultural capital, linking capital, and racism. Recommendations include assuring availability of interpreters, increasing bridging and linking capital, supporting children's heritage language, and being culturally sensitive and proactive to reduce racism. Hopefully, this research will add to the literature that will help educators better serve the growing Latino school population.

ABSTRACT A DIACHRONIC ANALYSIS OF SOUTHERN BAPTIST MISSIONS AMONG HISPANICS IN KENTUCKY Jonathan Paul Young, D.Miss. The Southern Baptist Theological Seminary, 2013 Chair: Dr. M. David Sills Chapter 1 examines the Hispanic community in the United States then in Kentucky. It provides an overview of the history of Southern Baptist missions among Hispanics in Kentucky as seen through the framework of the six regional Hispanic ministries. An overview of the importance of the Hispanic Statewide Council and the Hispanic Baptist Bible Institute are sketched. Finally, the chapter concludes with the background of the study, and the research methodology. Chapter 2 provides an in-depth sketch of the histories of the Central Hispanic Region and South Central Hispanic Region. I begin with a historical picture of the Central Hispanic Region. The beginnings, growth, and present standing are then examined. This chapter includes a brief look at other ministries geared towards Hispanics who are found within this geographical region. The Hispanic racetrack ministry of Churchill Downs in Louisville and of Turfway Park in Florence along with Northern Kentucky Baptist Association's Hispanic Ministry history serve as examples. Following this is an examination of South Central Hispanic Region. The beginnings, growth and present status will are provided chronologically. The chapter concludes with a few insights garnered from these two regions. Chapter 3 presents historical sketches of both the Bluegrass Hispanic Region and the Southwestern Hispanic Region. First, the beginnings, growth and present status of Hispanic Southern Baptists are examined. Second, Elkhorn Baptist Association's Hispanic ministry history is surveyed. Third, the Southwestern Hispanic Region is presented in the same manner. The chapter concludes with several insights learned from these two Kentucky Hispanic Baptist Regions. Chapter 4 chronicles the histories of the Southern Kentucky Hispanic Region and the Western Hispanic Region. Both of these regions are presented much like the other previous regional Hispanic regions in this dissertation while including the idiosyncrasies of the regions at hand. Chapter 5 begins by summarizing the findings of this diachronic analysis of Southern Baptist missions among Hispanics in Kentucky. Drawing upon previous chapters, I suggest several potential applications for Kentucky Baptists, both Hispanic and non-Hispanic alike. The dissertation concludes with recommendations for further research.

Media are powerful agents of socialization; mediated images affect individual and group behavior as well as inter-group attitudes. In the case of the Hispanic/Latino community in the U.S., frequently underrepresented and stereotyped in mainstream media, identity politics and perspectives of self-representation are complicated by the vast diversity of this membership. This project analyzed the current discourse on Hispanic/Latino ethnic identity proposed by Latina magazine and its social standing in relation to the mainstream culture. A quantitative content analysis that compared Latina’s visual portrayals of women to the female portrayals found in the mainstream magazine Glamour suggested that Latina constructed a homogenized and non-conflictive identity for Hispanic/Latino women; an identity that supports U.S. dominant discourses on ethnicity and race and is subjugated to marketing practices.

Este papel, primero pretende presentar un enfoque informativo de como la cultura latina impacta la educación—con el deseo que se termine por reconocer el verdadero valor de la educación. Segundo, espera que se reconozca en la cultura latina que deben adoptar el conocimiento que a fin de avanzarse en los Estados Unidos, hay que empezar la educación desde temprana edad y alcanzar al menos un título de licenciatura. Tanto la educación de infancia temprana como la educación en la primaria, secundaria, preparatoria, y universidad contribuyen para preparar a los estudiantes latinos para enfrentar y triunfar en la sociedad de los Estados Unidos. Por fin, pretende presentar medidas concretas e ideologías que incorporan la cultura Americana para que los padres latinos puedan adoptarlas y darles una vida mejor a sus hijos, que ultimadamente sería una vida mejor para ellos también.

In this exploratory case study, I compare and contrast the self-employment experiences and hiring practices of Black, Latino, and White business owners in the Atlanta construction industry. While much of the ethnic entrepreneurship literature has explained the racialized differences between racial and ethnic groups concerning self-employment and their hiring practices, few studies have been able to provide a clear explanation of the mechanisms racial groups use to maintain an economic and social edge without being overtly racist. Furthermore, many scholars have not yet begun to compare the experiences of Whites, Blacks, and Latinos in the South and how their racial ideologies and competition spur on discrimination and racism in a supposedly “color-blind” environment. To address these gaps, I interviewed 42 White, Black, and Latino sub- and general contractors in the Atlanta metropolitan area. I also collected observational data by visiting the worksites of my respondents and attending organizational meetings. Results suggest that even though many of my respondents indicated that racial dissimilarities were due to individual effort and poor motivation, I find that these color-blind ideologies work well to solidify the racial hierarchy and privilege White contractors. I also find that these ideologies block Blacks and Latinos from obtaining better financing, building a good reputation, or having access to important social connections that introduced most contractors to more lucrative prospects. More importantly, the White “good ole’ boy” networks worked as a mechanism to exclude Blacks and Latinos from more lucrative connections, and keep any interactions to a strictly employee-employer relationship. However, these business owners’ hiring practices are the same: they want the cheapest and hardest-working employees they can get, who are usually Latino laborers. By moving beyond the black/white dichotomy, this study offers new explanations of race relations and racial inequality in a metropolitan area recently affected by immigration. Finally, I show that competition pushes these contractors to be more discriminatory, especially when Latino immigrants threaten their "hard-earned" social positions. My empirical and conceptual analyses provide a good start toward explaining how racism and discrimination is organized and continues to persist in a major U.S. industry.

The research presented here has three major purposes. The first is to explain how political institutions and policy outputs can change in the presence of a growing minority population when the preferences of these minorities differ from those of the majority. I show how representation in all three branches of government can lead to these changes, specifically in the local legislature and local bureaucracy. Secondly, I demonstrate the relationship between local legislative representation of Latino minority populations to substantive policy outcomes that favor this minority group, and explain how variable electoral institutions influence this relationship. The third general purpose of this research is to make the argument that the study of minority politics need not take place within a theoretical vacuum. That is, I use theories of minority group behavior (as opposed to Latino group behavior), and relevant empirical tests, to inform mainstream democratic theory. What democratic theory is missing, I argue, is the ability to fully explain and predict changes in institutions, policy, and policy outputs in a dynamic preference environment. Examining minority politics over time helps fill this void.