For the past decade, Floridas Latino population has significantly increased and is now the third largest in the United States. The same trend has also occurred in Hillsborough County. Social and economic disparities are significant as Latinos earn less than non-Hispanic whites and many live in poverty. A major concern of this population is the lack of access to inexpensive fresh fruits and vegetables. Findings from prior research show that the diet of immigrants often change quickly upon their arrival to the United States, with an increased emphasis on fast food and soft drinks and a reduction in the consumption of fresh fruits and vegetables. Changing dietary patterns among Latinos in the United States show a shift towards more processed and refined foods, which can adversely affect health over time.Project New Life, Good Health (NLGH) was a community-based program, funded by several local agencies. The project centered on providing nutrition education, health education, and a farmers market to low income Latino families, including recently arrived immigrants living in and around Tampa, Florida. The objectives of NLGH were defined in accordance with community input through a series of meetings at a church in which many Latinos attend. The overall goal of NLGH was to increase knowledge about a healthy lifestyle and improve access to low-cost fresh fruits and vegetables through the associated farmers market.Over 400 people attended the farmers markets within a six month time frame and 46 individuals were interviewed at the five farmers market events. While the data show that some newly arrived immigrants attended the farmers markets, the majority of attendees were longer term residents, which lived in the U.S. for an average of 11 years.

Literature suggests strong, positive and mutual relationships between home and school lead to higher levels of success and achievement for students. Schools should begin to focus on being more aware and sensitive to the cultural and social wealth that marginalized families carry. When institutions of learning begin to tap into and embrace the strengths of their families, it is likely to be of mutual benefit for the students, staff and families. Utilizing qualitative research methodology, this study sought to understand African American grandmothers' perspectives on parental involvement, and identify strategies that supported, maintained, and facilitated their involvement in the educational process of the grandsons in their care. In this research study, I specifically sought to address the following questions: * How do African American grandmothers see their involvement in their grandchildren's education? * How have the grandmothers shaped their involvement in the education of the grandchildren under their care? What influenced their involvement? * What are their perspectives on the level of involvement in the education of the grandchildren under their care? * What do African American grandmothers see as barriers and opportunities as they try to guide their grandchildren through formal schooling? The cultural capital theoretical framework helped to understand and interpret the experiences of the African American grandmothers in this study raising their grandsons. The framework also helped to understand how each grandmother constructed and perceived their roles as grandmothers. In terms of support for the theory, the findings collected through interviews revealed that despite past oppressive conditions, barriers and cultural incongruence associated with schools, the grandmothers stayed abreast of and connected to school norms and practices for the benefit of their grandsons. Although each grandmother displayed a combination of capitals and wealth, aspirational wealth, resonated across each capital. Major themes of the study included: Grandmothers: Mothering and Leading by Example; Family and Communal Support: "It Takes a Village;" Grandmothers Engaging in Traditional Parental Involvement Activities; Grandmothers-Grandsons as Co-learners; and Grandmothers' Critique and Advice for Schools. Implications for future research includes creating supportive and caring school environments, ensuring that school leaders and staff display welcoming behaviors and demonstrate support in parental involvement programs, and school leaders and teachers having and maintaining high expectations. Understanding how African American grandmothers and other family members, construct, perceive and enact certain cultural wealth and social capital should become more prevalent in scholarly work and research. Parents of different races and culture favor different forms of involvement. Implications from this research study suggest that educators and school leaders must begin to acknowledge, address, and value the cultural differences and social wealth that African American grandmothers and family members possess.

This thesis examines an effort to increase energy conservation in low-income housing communities through an educational program. The Saving Green Program offered at Foundation Communities in Austin, Texas attempts to educate residents about their energy usage and ways to reduce it. Activities include a class, an in-home energy visit, and energy feedback reports. We take several approaches in analyzing the program’s impact. First, we conduct a descriptive characterization of participants with regards to income, household makeup, and electricity usage. We then interviewed program participants in order to assess impact and participant reaction. Finally, we conduct two quantitative analyses to measure effectiveness. These include a comparison between groups of participants and non-participants, and a comparison of participants’ electricity usage after the program against their own usage before the program. Our descriptive assessment shows that most in our sample are either single seniors or households with multiple children. Their electricity usage varies however nearly half of load usually goes to cooling and their usage appears to be uncorrelated with income. Load patterns are dictated more by apartment size than anything else. Interviews show that participants readily absorbed and disseminated information regarding plug loads, but had poor understanding of the importance of cooling load. Finally, our quantitative analysis shows, in accordance with the interviews, that participants did not exhibit any systematic change in electricity consumption in summer, however there is some evidence that winter load decreased after the program. / text

This dissertation asks how the communication dimensions of technological literacy are understood in three informal education programs in Texas that aim to bridge the digital divide for female and low-income minority youth. Technological literacy is a prerequisite for economic, political, and cultural equality, yet different rationales for technological literacy highlight the economic, democratic, and social benefits for marginalized youth. Economically, technological literacy prepares youth to enter the workforce and positions the U.S. as competitive in the global market. Democratically, technological literacy allows citizens to participate in political discussions. Socially, technological literacy helps citizens make decisions in their everyday lives. Drawing from developmental democratic theory, I argue for an expanded definition of technological literacy that highlights the importance of communication and cultural production to democratic societies. Developmental democratic theory stresses the importance of individual development, including self-expression and creativity, to fostering democracy. I argue for an analysis of the digital divide that looks at capabilities, or the freedoms individuals have to pursue their own desires. These capabilities include self-representation, accessing information that is relevant to one’s life, learning to communicate about technology, and the freedom to achieve what one values. My research questions are grounded not only in the processes through which youth engage in technological learning through their participation in these informal educational programs, but also how the programs’ missions and activities envision technological literacy. Thus, I ask how is technological literacy conceptualized in three informal education programs? How is technological literacy implemented in program activities? How do youth themselves respond to technology and technological learning? I investigate these research questions through participant-observation, interviews, self-administered questionnaires, and analysis of program documents and students’ projects. I analyze these research questions in light of the economic, political, and social rationales for technological literacy. / text

This study examined two community programs, Helping Everyone Recognize Opportunity and Excellence in Success (HEROES) and the Alamo Recreation Center (ARC). Both programs incorporated art making in order to serve central East Austin residents affected by gentrification in the area. The purpose of this study was to present ways these two programs utilize the arts to provide a voice for a population challenged by gentrification. This study integrated firsthand experiences obtained during participant observations of the programs and a historical look at of East Austin to identify the significance of HEROES and ARC in their surrounding community. / text

Despite its close proximity to downtown, East Austin is one of the underprivileged and under-developed areas in the City of Austin. Ethnic minorities and low-income persons in inner-city areas often lack access to big box retail due to these stores being disproportionately located outside of their neighborhoods. The aim of this study is to identify the current accessibility of big box retail for East Austin’s residents in order to confirm the potential impacts of big box retail growth on minority and lowincome populations. Using GIS-based network analysis, it is possible to measure whether the residents in East Austin have equal access to big box retail stores, as compare to other Austin areas. Although residents in East Austin have greater accessibility to other neighborhood-type retail like drug stores, small-format value stores, and supermarkets, they must travel farther to access community-type retail like home improvement stores,department stores, large-format value stores. Moreover, these populations have access to fewer cars, and must rely on public transit. Socio-economic characteristics of East Austin include a high percentage of individuals living below the poverty line, high disability rates, low to no vehicle ownership, and high percentages of female headed households. Finally, the study proposes new mixed-use, mixed-income development models as a way to improve retail access to minority and low-income population. / text

The cost of housing is rising disproportionately to income throughout the country. Alternative methods of providing low to moderate income housing are always being sought to offset the gap created by the varying rates of growth between the cost of housing and income. The purpose of this professional report is to examine the Limited Equity Cooperative (LEC) which by simple definition generally limits the resale value of member shares to maintain affordability over time. This report looks at the specifics the LEC to determine how it can by used to provide a viable solution to an overall shortage for low to moderate income households through an hypothetical test cased using 2007 data for the Metropolitan Boston area. / text

After half a century of neglect and disinvestment, pub lic, private, and nonprofit developers are beginning to realize the potential of inner city retail. Accordingly, there have been tremendous redevelopment efforts in low income inner city neighborhoods over the last 15 years. While this development physically revitalizes commercial strips, it sometimes contributes to gentrification, driving out long-time neighborhood residents. However, redevelopment is not synonymous with displacement and when revitalization efforts seek to address community needs and concerns, neighborhoods and their residents benefit from positive change. / text

This report documents the growth of renting in Texas colonias, low-income informal settlements along the US-Mexico border. Historically, owner-occupied self-help and self-managed housing has been the norm in these settlements, so scholarly treatment of renting in colonias has been very limited. I begin with a literature review of housing development and housing policy in colonias, before turning, for comparison, to a discussion of renting in the US as well as in informal settlements in the developing world. Chapter 2 draws upon data from the US Census Bureau to describe the nature and extent of the colonia rental market in the six Texas counties with the largest colonia populations: my analysis reveals that renters now make up more than one in five colonia households. I expand on this discussion by examining differences between renter and owner households, paying particular attention to factors that make renters more vulnerable than owners. Chapter 3 employs a variety of regression models to identify the determinants of varying rental rates in colonias. The results suggest that larger, older, and more densely populated colonias have higher rates of renting. In Chapter 4, I utilize a mixed methods approach -- including household surveys, key informant interviews, and intensive case study interviews -- to a) better understand the tenure decisions of colonia renters and to place such decisions within a context of extreme socio-economic vulnerability and b) examine the factors that incentivize a turn toward renting among property owners. I conclude with a discussion of potential policy solutions to ensure that colonia rental accommodation remains affordable, accessible, and of sufficient quality. / text

In order to meet the educational and economic demands of the United States in the future, institutions of higher education must increase the number of students who persist to the completion of a certificate or degree program, especially low-income students and students of color (Carnivale and Desrochers, 2004). To increase the persistence and completion rates of these students at community colleges, national initiatives, such as the Achieving the Dream: Community Colleges Count initiative, have emphasized the importance of creating institutional environments in which planning and improvement efforts are data-driven (Achieving the Dream, 2005). This study explored the perceptions of faculty members, administrators, and staff directly involved in establishing this data-driven environment, also known as a “culture of evidence,” and the extent to which those perceptions had disseminated through the larger college community. Through the use of a case study and focus groups using Interactive Qualitative Analysis (IQA) methods, the development of a “culture of evidence” at two Texas community colleges was examined as perceived by college constituents involved in its creation and by a group of college constituents indirectly influenced by their efforts. The emerging themes are discussed in their relation to promoting and maintaining a data- driven culture in the future. / text