Hispanic/Latinx are the largest growing population in the U.S. Moreover, discrimination has been researched as a sociocultural factor that contributes to alcohol use in ethnic minorities. This study examines whether discrimination is related to drinking status among Hispanic/Latinx college students. To better understand ethnic disparities, acculturation is considered at high and low levels, as well as sex differences. 283 college students that identified as Hispanic/Latinx completed the survey. After answering demographic information, participants self-reported their alcohol use (AUDIT), discrimination experiences (EDS), and acculturation (SMAS). For females, the analysis indicated that there was a significant positive relationship between discrimination and problem drinking at high levels of acculturation (B = 1.56, p =.003), but not low levels (B = 0.36, p =.490). For males, the opposite was observed. At low levels of acculturation, there was a modest relationship between discrimination and problem drinking (B = 1.30, p =.064). This research adds to the literature on acculturation’s impact on problem drinking and discrimination, and sex differences concerning acculturation. Furthermore, it may inform intervention, suggesting that discrimination should be targeted to help ease the burden on alcohol use. Lastly, this research furthers research on the impact of acculturation on Hispanic/Latinx.

<p> </p> <p><strong>Purpose: </strong>Understanding how individuals cope depends on understanding their appraisals of anticipated challenges. Efforts to address the effects of discrimination and understand individual differences in coping have not employed systematic theories that account for victims’ active efforts to cope over time. Building from a transactional model of appraisal and coping, the present research examines the relative impact of anticipated versus actual experiences of discrimination on psychological distress among Latinx emerging adults. Moreover, to the extent that anticipated discrimination and distress are associated, cognitive and emotion regulatory mechanisms spanning general capacity, ethnic identity, and bicultural competence were explored. <strong>Methods: </strong>Seventy-three Latinx participants recruited from a Predominantly White Institution (PWI) in the Midwest completed surveys about ethnic identity, emotion regulation, bicultural competence, experiences of discrimination, anticipated discrimination, and demographics. Thirty-one out of these 73 participants completed a follow-up survey comprised of the same questions as in Time 1. Contributions of anticipated discrimination, above and beyond discrimination, and moderators of the anticipated discrimination – psychological distress relationship were tested using hierarchical multiple regressions. <strong>Results: </strong>While discrimination did not account for significant variance in psychological distress above and beyond actual experiences of discrimination, analyses of order effects revealed that anticipated discrimination accounted for a significant amount of variance in psychological distress outcomes when entered first in the model for both current and subsequent distress. Moderation analyses did not yield statistically significant results of centrality, private regard, emotion regulation, or bicultural competence. <strong>Conclusions: </strong>Contrary to predictions, ethnic identity variables, bicultural competence, and emotion regulation capacity did not moderate the relationship between anticipated discrimination and distress. However, the present study underscores the importance of continued efforts to understand the mechanisms that influence anticipated discrimination as it has a significant negative effect on the mental health outcomes for Latinx individuals.</p>

My novel takes place after a climate change apocalypse, when the wealthy have built luxury resorts on far-off planets. The have-nots of earth travel to these resorts as workers in hopes of earning a spot as a Guest. The book is centered around a Chicano couple who travels to the Pluto location, and gets caught up in a heated strike, bringing their own relationship's issues to the fore.

Within the CCC system, mathematics has been identified as the most considerable barrier to persistence, transfer, and degree completion (Cooper et al., 2022). Recent research corroborated the notion that mathematics serves as a gatekeeper for Black and Latinx students; historically, this subject has impeded students of color from accessing educational opportunities in science, technology, engineering, and math (STEM; Joseph et al., 2021). Consequently, mathematics has evolved into a racialized impediment for students and, by extension, STEM graduates. Recognizing mathematics’ critical role in shaping students’ future prospects, the state legislature introduced California Assembly Bill 705 (AB 705; California Assembly Bill 705 [AB 705], 2017) to provide an intervention implemented in the fall of 2019. The purpose of this study was to examine how Black and Latinx working-class STEM students interpret and derive meaning from their mathematics trajectories, as well as the strategies they develop to navigate transfer-level mathematics environments in post-AB 705 (2017) contexts. Utilizing critical race theory (CRT) as a framework, the research documented students’ counter-narratives with the aim of enhancing transfer rates and STEM transfer readiness for students of color in STEM fields. Additionally, the study established connections between the policy and existing research on STEM momentum and transfer success through the voices of students of color. Five self-identified Black and Latinx students who enrolled at a CCC in the fall of 2019 or later and transferred to either a UC or CSU in the fall of 2023 as a STEM major were interviewed. Additionally, all participating students received the California Promise Grant (California Community Colleges Chancellor’s Office, 2017) at some point in their CCC careers, which served as a proxy for their socioeconomic status. To further provide context, one STEM counselor and one CCC math instructor with at least 5 years of experience supporting Black and Latinx working-class STEM students were interviewed. The counter-narratives reveal systemic flaws in the education system, from secondary education through community college. Their stories identified systemic barriers primarily in secondary education that hinder the recognition and development of working-class Black and Latinx students’ potential. Additionally, as the student participants transitioned to college, structural racism and classism continued to create barriers to success in transfer-level math courses in community colleges. Concurrently, student narratives highlighted the pivotal aspects at community colleges that contribute to their success, including supportive academic environments, culturally responsive teaching, and inclusive communities, thereby highlighting the barriers and challenges that arise when such aspects are absent in transfer-level math and the STEM pipeline.

No description available.

No description available.

Objective: Cultural neuropsychologists face barriers such as access to culturally appropriate psychometric instruments and norms. Further, three commonly encountered dilemmas in cultural neuropsychology include the following questions: (1) How do psychologists determine the best normative data to use for a given assessment scenario? (2) Do measures and models developed with North American samples also work in adaptations of instruments used with cross-cultural samples? (3) How can alternative and cost-effective measures be developed to meet the need for additional assessment tools? In response to these dilemmas, this dissertation consists of three papers aimed at developing Latinx and cultural neuropsychology psychometric resources for one of the most common cultural assessment scenarios: intelligence assessment amongst Spanish-speaking individuals using the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV). Chapter 1. A sample of 305 highly educated Colombian corporate executives completed the WAIS-IV. Data were scored using norms from Colombia, Chile, Mexico, Spain, United States, and Canada and scores were compared using ANOVA. Additionally, a comparative sociodemographic framework was established to contextualize our sample to the standardization samples and populations of the six countries. Chapter 2. Accumulating evidence indicates the original factor structures published in the Wechsler Intelligence Scales may not best describe the data captured by these tests, and instead supports a five factor Cattell-Horn-Carroll (CHC) model over a four factor Wechsler model, and a bifactor model over a higher-order model. Confirmatory factor analysis and structural equation modeling was used to evaluate factor structure of the Chilean-WAIS-IV (Wechsler, 2013) normative sample (ages 18-60; N=672) to better understand its psychometrics and to contribute to much needed cross-cultural study of alternative WAIS-IV factor models. Results marginally favored CHC and bifactor models but provided strong support for higher-order and Wechsler model variants as well, pointing to the need of further theoretical, methodological, clinical, and cross-cultural research. Chapter 3. The recent publication of the Chilean adaptation of the WAIS-IV has contributed to ongoing efforts to provide more psychometric instruments culturally appropriate for regions in South America. While not all assessment situations necessitate administration of the full WAIS and calculation of a full-scale intelligence quotient (FSIQ), there is virtually no published research on WAIS-IV short forms for estimating IQ in Latin America. This study used a rigorous series of methods (adapted from Smith et al., 2000) to develop robust estimated IQ short forms, aligned with Wechsler and CHC models, using the Chilean WAIS-IV standardization data (ages 18-90; N=887). Linear scaling was used to produce normative tables for the 28 best two-, three-, four-, and five subtest short forms of the Chilean WAIS-IV. Discussion. Together, the three papers of this dissertation provide psychometric guidance and resources not only for Latin American neuropsychologists in the area of intelligence assessment, but also more broadly for all cultural neuropsychology researchers and clinicians. / Graduate / 2020-06-25

First generation college students, defined as students whose parents did not attend or complete education after high school, currently make up about one in three college undergraduates. First generation students often face difficulties adapting to the college environment and find their identities challenged in efforts to find success. Much research about first generation students positions students as having “risk factors” due to their backgrounds rather than the institution as inadequate to meet their needs. In order to explore how a four-year institution was and was not meeting the needs of some first generation students, I conducted an analysis of White and Latinx-identifying students’ experience of mattering and marginality using Critical Discourse Analysis as my method. The purpose of this study is to understand how first generation student represent their sense of belonging through language use. Based on qualitative analyses of focus group comments, students described mattering and marginality as occurring within multiple areas of the college experience. Throughout these areas, or “spheres,” participants described the roles of interpersonal and institutional communication that positioned them to feel a sense of belonging or marginality. Students reported experiencing marginality because of 1) issues of money, 2) not knowing things they might be expected to know, and 3) others not understanding their experiences and identities. Students experienced mattering with 1) community and 2) administrators. They also described feeling mattering and marginality simultaneously in some situations. Furthermore, students experienced campus differently based on their racial and ethnoracial identities. Theoretical and practical implications are discussed to better serve the needs of first generation students.

abstract: The Arizona state child welfare system has recently experienced an increase in the number of children and youth living in out-of-home care. A lack of licensed foster homes has resulted in many of these children residing in congregate care. This study sought to determine what role, if any, personal and policy bias against five demographic groups (i.e., ethnicity, sexual orientation, marital status for individuals and couples, and educational level) plays in this insufficiency of foster homes. In this pilot study a group of foster and adoption licensing agency executives and directors (n=5) were surveyed and qualitatively interviewed with the aim of discerning if bias is present at the personal and agency policy levels and to seek input for a future study with direct-service staff. Results indicate a discrepancy between personal and policy bias within agencies. Additionally, evidence suggests a policy bias which results in unmarried couples and single parents being perceived as inferior placement options. Implications for future research are discussed. / Dissertation/Thesis / Masters Thesis Social Work 2017

Thesis advisor: Lauri Johnson / This qualitative case study examined the perceptions of school and district leaders about fostering teacher leadership, specifically to support emergent bilingual and Latinx students in a public school district in the state of Massachusetts. The most recent model of transformational leadership developed from Leithwood’s research in schools (Leithwood & Jantzi, 2000) served as the conceptual framework. Data collection included 13 individual semi-structured interviews with district, building and teacher leaders as well as field notes and document reviews. Findings indicated that school and district leaders perceived they support formal and informal teacher leadership practices for emergent bilingual and Latinx students. Top-down approaches to collaboration and professional development impacted the development of teachers as leaders, creating barriers and challenges in each of three components of transformational leadership (setting direction, developing people, and redesigning the organization). Recommendations include establishing a collective vision for promoting and developing teacher leadership. Future research could be designed to better understand how teacher leadership is enacted to support issues around equity and social justice, and how we might encourage more teacher leadership among marginalized groups. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.