Spelling suggestions: "subject:"latinx"" "subject:"latinxs""
61 |
Trauma-Informed Bioethics: An Ethical Analysis of Mental Health Care in the U.S. Latinx Immigrant PopulationBenjamin, Osasumwen Edamwen January 2020 (has links)
Immigration is a highly politicized topic increasingly on the forefront of the nation’s consciousness. Though news media and academia have drawn attention to evidence of physical health needs of undocumented immigrants being compromised due to their documentation status, relatively less attention is brought to their mental health needs. The purpose of this paper is to review literature about the mental health care needs of immigrants and refugees to the United States, with a particular focus on recent adult immigrants from Latin America and their youth, who may directly or indirectly suffer trauma related to deportation, violence, family separation and/or loss. This paper serves to provide ethical arguments for increased awareness, education and resources towards trauma-informed, culturally sensitive mental health care for immigrants and refugees to the United States. The ultimate aim of this paper is to provide its readers with essential information regarding the impact of trauma and cultural identity in the mental health care (or lack thereof) of Latinx immigrants. / Urban Bioethics
|
62 |
"The Gordita's Guide to Body Positivity"Calderon, Jessica Andrea 12 1900 (has links)
"The Gordita's Guide to Body Positivity" is an autobiographical documentary reflecting on society's expectations of the female body image and how it affects Latinx women. Through personal recollections, media content, and archival material, the film explores beauty expectations, body discrimination, and body positivity. The document analyzes the documentary styles such as autoethnography and narration incorporated into the film and provides historical and theoretical context to body image in the Latinx culture and how the media has affected body image, beauty ideals, and eating disorders. In addition, the pre-production, production, and post-production process is detailed.
|
63 |
Hojas De MaizSanchez, Roman 01 January 2021 (has links) (PDF)
This novel is conceived as the first in a series of seven books. It takes place 25,000 years in humanity’s future, primarily on a space station - Laniakea Station - made from the combined cultures and habitations of beings from many galaxies outside our own. It floats eternal in the space between galaxies. It is a utopia of sorts.
The novel is a series of connections between: Sainn-Temo, a human clone, grown from the genetic library rescued from the plight of interstellar slavery plaguing the human species; Ailu, a human woman born from actual human parents, stowed away on Laniakea; Swasim, a non-human mining executive attempting to sell off rights to the abandoned human solar system; and Revac, Ailu’s friend, a scientist of renowned fame and importance, inventor of a gene therapy that can stop the aging of living cells. These beings coalesce and bind together across space and time, leading to a discovery with profound consequences for the galaxy and the fate of humanity.
The work is not just a sci-fi series but part of a wider universe I am creating across different artistic mediums. The series of works is called Hojas, or leaves. Over the next 2 years, as part of my PhD in anthropology, I will be constructing installation works, sculptures, video art, short stories, and interactive software art (video games!) to complement and build out the backstory leading up to the novel series. I hope for these works to engage participants and readers in co-creating a future mythology where brown and black bodies are triumphant, living well, and free. I will likely keep writing Hojas books until I die (unless we crack immortality!).
|
64 |
Different Ways of Knowing and Growing: A Case Study of an Arts-Integrated Pedagogy at an Urban Elementary Charter SchoolKhanna, Amarpal 01 January 2021 (has links) (PDF)
An arts equity gap exists in K–12 grade education. African American and Latinx students have fewer opportunities for access to arts education than do White students. In California, charter schools have an opportunity to address the equity gap for students in those demographic groups. The goal of this qualitative case study was to observe how Kahlo Charter Elementary School, an urban charter elementary school in Los Angeles County, implemented an arts integrated curriculum and to identify benefits and challenges for fourth and fifth grade students of color enrolled at the school. Aesthetic learning (Bose, 2008; Denaway, 2013; Greene, 1978, 1995, 2001; Holzer, 2009), arts integration (Silverstein & Layne, 2010), and Different Ways of Knowing (DwoK) (Johannesen, 1997, 2004) formed the conceptual framework for this study. Participants included fourth- and fifth-grade Latinx and African American students, one 12th-grade student, one parent each, grade level teachers, and arts specialist teachers, and administrators. Data sources included semi-structured interviews, a focus group, observation of classes and observations of school events. Inductive analysis was used to identify themes in the data. The approach at the school was primarily a constructivist, arts-integrated curriculum.
Teachers created units from primary source materials and discipline specific visual and performing arts courses complimented the arts-integrated curriculum. Students evidenced increased self confidence, ease of self expression, development of imagination, engagement with school, and empathy of others.
However, challenges included uneven implementation across classrooms. The study serves as an example for charter school leaders interested in planning an arts integrated curriculum and provides school leaders with a model program to analyze.
|
65 |
SEMBRANDO JUNTAS: A MIXED-METHODS EXPLORATION OF GARDENING'S THERAPEUTIC POTENTIAL FOR ADOLESCENT LATINX FEMALES WITH MOOD DISORDERSDuggan, Kerith 08 1900 (has links)
In the midst of the youth mental health crisis in the United States, Latinx adolescent females are at particular risk of having a mood disorder while being simultaneously disproportionately less likely to access mental health care due to a multitude of structural barriers. Nature-based social prescribing, increasingly popular in primary care settings, refers to recommending participation in community programs to provide a multitude of beneficial effects, including improved mental health. Gardening is an example of one of these programs that has been well studied in adults with evidence of positive impacts on mental health. However, it is unclear whether gardening has similar positive impacts on high-risk groups such as adolescent Latinx females with mood disorders. Using mixed-methods, this pilot study explored the experiences of adolescent Latinx females with mood disorders as they participated in an 8-week-long gardening club intervention. Quantitative findings demonstrated statistically significant reductions in participant Strengths and Difficulties Questionnaire (SDQ) impact scores and conduct scores after participation in the intervention. Qualitative feedback from participants supported these results and identified additional positive impacts of participation including relational connection, knowledge acquisition, and appreciation of having a safe space to engage with others. / Urban Bioethics
|
66 |
Fragments in the Flesh: an Autohistoria-Teoría of Disability and Decolonist RhetoricsGarcia, Phillip Emmanuel 12 1900 (has links)
This text is an Anzaldúan autohistoria-teoría, a genre that blends the autoethnographic with poetry, fiction, visuals, and theories rooted in narrative identity. Specifically, this dissertation is modeled after Anzaldúa’s own incomplete doctoral dissertation, Luz en el oscuro/Light in the Dark. In Anzaldúa’s final text, she continues her exploration of the new mestiza, but she tempers it with nuanced views on the particulars of identity, alongside deeply personal explorations of her understanding of herself as a chicana, an academic, and a person in an aging body. As with much of her work, she blends creative elements with her theory, including poetry, memoir, and drawings she made to illustrate her theoretical concepts (the autohistoria-teoría). In addition to this, I use Cherrie Moraga’s theory-in-the-flesh (a concept wherein theory is built on particular experience) to provide theoretical justification. I also borrow from Jaques Derrida, Edward Said, Gayarti Spivak, and Roland BarthesBy using Moraga’s and Anzaldúa’s ideas as a roadmap for my own writing, I place myself firmly within a feminist and queer framework, with a focus on decolonial and disability rhetorics. For this dissertation, I use autohistoria-teoría to explore historical traumas through a personal lens, as well as personal trauma through a historical lens. I propose four concepts in narrative identity in order to explore these ideas: los zorros (decolonial metis), pishtaco/Inkarri (decolonial hauntology), el tumi (disability metis), and el retablo (pedagogical concerns). / English
|
67 |
Closing the Opportunity Gap: Leadership Practices that Lead to Increases in Access to AP Courses for Latinx StudentsMartinez, Jesús F. 12 1900 (has links)
Using an exploratory case study approach, this study examined the school leadership factors that contribute to building Latinx student social capital as well as the best practices for creating a more equitable AP program. Through this qualitative study, the organizational and leadership factors of the AP program at Stripes High School (pseudonym) were examined, and how these factors contributed toward closing the opportunity gap. This study used semi-structured interviews with district and campus leaders and an AP teachers focus group to determine leadership beliefs and actions that were successful in building an accessible and equitable advanced academics program for Latinx students, as well as an AP student focus group to triangulate the findings. The results of this study showed Latinx students, already lacking social capital, also face many barriers of different forms: systemic, structural and cultural in their educational opportunities for AP courses and exams. The case study campus overcame these barriers and increased equity by allowing Latinx students more access to AP courses and exams through district- and campus-level administrators working to remove barriers and hire and support the most capable and socially aware AP teachers who aim to grow and nurture the students who they serve. Based on the results from this study, there are two major recommendations for school leaders to consider in their effort to close the opportunity gap for Latinx students in AP coursework. These recommendations include offering open access to all students and hiring and training teachers who understand and value equity. While this study uncovered many factors at Stripes HS that collectively served to provide an equitable AP program for Latinx students, these recommendations were the highest leverage ones.
|
68 |
HOMEPLACE: A Case-Study of Latinx students experiences in making meaning within a multicultural centerGarcia-Pusateri, Yvania 08 January 2020 (has links)
No description available.
|
69 |
"There Was Also the Music": A Literary Analysis of Puerto Rican Identity in the Works of Sandra Maria Esteves and Judith Ortiz CoferRobles, Keyla A 01 January 2021 (has links)
Puerto Rican culture often includes music as a method of expressing cultural identity. For instance, music has been considered a symbol of resistance, identity, and performative culture for many Puerto Ricans. This thesis will heavily rely on the involvement of Afro-Latin music in literature to determine ways that Puertorriqueñidad can be defined. To do this, I will examine how Puerto Rican writers present their identity in their works to define what it means to be Puerto Rican. These writers include the poet Sandra María Esteves and author Judith Ortiz Cofer. Throughout their literary works, they express several connections to their Puerto Rican identity, and through close examination, I was able to compile these connections to music, feminist ideologies, and themes of resistance and oppression. Using the scholarship of Puerto Rican scholar Juan Flores' From Bomba to Hip-Hop: Puerto Rican Culture and Latino Identity and Chicana feminist theorist Chela Sandoval's Methodology of the Oppressed, this thesis will contribute to the examination of music in literature as defying systems of oppression in Puerto Rican culture and explore the relationship between music and Puerto Rican identity.
|
70 |
La Jaula De Oro Y Dreamers: Wellness Of Latinx Undocumented College Students In A Divisive Political Climate And #45 Era PresidencyChilds, Sarah Maria 01 January 2018 (has links)
Undocumented, unafraid, and unapologetic is how our students should be able to communicate to us; yet this is not the reality for many. There are an estimated 65,000 undocumented students who graduate from high schools every year in the United States, and another 7,000 to 13,000 enrolled in colleges and universities. As of September 2017, the Deferred Action for Childhood Arrivals (DACA) program has granted about 800,000 individuals deferment from deportation. DREAMers are those brought to this country, are out of status, and likely also qualify for the DREAM Act if it were passed. Many undocumented students in general are prone to experiencing stress that exists as a result of their immigration status. Fear and concerns about physical safety cause many students to keep their status a secret from peers, school personnel, and even close friends. Their fears are rooted in a system that separates families, imprisons migrants without due process, and incites violence against those who are undocumented or are perceived to be, in this country. Thus, navigating life in the shadows for them is understandable; but doing so also comes with real consequences, negatively impacting them academically, socially, and psychologically.
The purpose of this study is to seek to understand the experiences of Latinx undocumented college students in the current political climate and under the current administration in terms of how their student experiences and overall wellness as Latinx undocumented students are being impacted. The study was guided by several questions: a) How do Latinx undocumented students talk about their experiences on the college campus? b) How do Latinx undocumented students perceive how the institution responds to issues they face due to their undocumented status? c) What incidents in particular have most impacted them as college students? And, d) How do students describe their own sense of efficacy and self-care as they navigate college within this current climate?
Through the lens of Latino/a Critical Race Theory and semi-structured interviews with college students in New England and California, coupled with reflections from field experiences, analysis of multiple forms of data, and the researcher’s personal connections to immigration via family history—findings of this study illuminate the lived experiences, challenges, and trauma faced by these students within the ongoing political divisiveness around matters of immigration.
It is important that we as higher education and student affairs personnel understand the lived experiences of these students so that we can more compassionately and competently serve the community while also enabling their success and wellness. It is intended that the findings from this study will illuminate the experiences of undocumented students and provide new ways to support and guide these students.
|
Page generated in 0.0509 seconds