This historical study examines the career of George I. Sanchez, New Mexican educator, who led many political and educational battles in New Mexico and Texas to improve educational opportunities for Spanish-speaking children. Archival materials from the State Records' Center of New Mexico, the papers of Senator Bronson M. Cutting, the Rockefeller Foundation Archives, the papers of President Lyndon Baines Johnson, Sanchez's private papers, unpublished materials at the University of Texas in Austin, oral history, and published materials were used in this study. The author used oral history and archival materials to gather much of the information for this work. The author extends special thanks and appreciation to Mrs. George I. Sanchez for making Sanchez's private papers available for study. The author also wishes to thank Dr. Hector Garcia, Senator Ralph Yarborough, Judge Carlos Cadena, Tom Sutherland, Arthur Campa, J. W. Edgar, Ed Idar, Jr., John Silber, and Connie Sprague, Sanchez's daughter, for their help.

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Thesis (D. Min.)--Catholic Theological Union at Chicago, 2002. / Abstract and vita. Includes bibliographical references (leaves 199-205).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 148-161).

Thesis (Ph. D.)--University of California, Irvine, 2000. / Vita. Includes bibliographical references (leaves 245-255).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 92-96).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

The effects of cultural mistrust level and race of counselor on the willingness of Mexican-American adolescents to seek psychological help were examined in this experiment. A total of 79 Mexican-American adolescents consisting of 50 females and 29 males completed a Background Information Inventory, a modified version of the Cultural Mistrust Inventory, and the Help Seeking Attitude Scale. Five regression analyses were performed resulting in a significant interaction between cultural mistrust level and willingness to seek help. Mexican-American adolescents with high levels of mistrust were less willing to seek psychological treatment than those with a low level of mistrust. Results also indicated that females as well as individuals with higher levels of education were more willing to seek help than males and those with lower levels of education. Theoretical and practical implications are discussed.

The purpose of this study was to determine relationships between acculturation level, generational status, and gender with acculturative stress. Acculturation level was determined by the Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) and acculturative stress was determined by the Societal, Attitudinal, Familial and Environmental Acculturative Stress Scale-Children's Version (SAFE-C). Subjects included 1268 Hispanic children ages 11-15. In order to validate the usefulness of the ARSMA-II with this sample, analyses were conducted between acculturation level and generational status. The Pearson product moment correlation (r=.44) and the ANOVA between the mean acculturation score and generational status were significant. However, the mean acculturation score from this study was considerably lower than the ARSMA-II score; therefore, new acculturation levels were developed to establish local adolescent norms for the ARSMA-II. All analyses involving acculturation levels were conducted using both the ARSMA-II and new acculturation levels because 300 subjects were reclassified with the new norms. Significant results were similar using both acculturation levels; however, there were more between group differences using the new acculturation levels. It was hypothesized that as acculturation level increased toward the Anglo culture, acculturative stress would decrease. The one-way ANOVA confirmed this relationship. It was also hypothesized that as generational status increased, acculturative stress would decrease. A one-way ANOVA also supported this hypothesis. In order to replicate previous findings on gender, a one-way ANOVA was conducted with acculturative stress and acculturation level. Results for both were non-significant. Overall findings indicate that generational status and acculturation level have a significant impact on acculturative stress in Hispanic children; however, gender does not seem to be a factor. Findings emphasize the importance of addressing cultural issues in the assessment, intervention, and treatment of acculturating Hispanic children. Furthermore, the ARSMA-II appears to be a useful instrument in assessing acculturation level in young adolescent Hispanics though new local adolescent norms for the ARSMA-II were developed from this study.

There is a paucity of research regarding language use among bilingual clients, particularly with Latino children. In order to provide culturally sensitive counseling for bilingual, Spanish-speaking, Latino children it is important to understand their experience of language use. The purpose of this study was to investigate how second generation, bilingual, Mexican American, 5th grade students experience language use in the two languages with which they communicate. I employed a phenomenological method to data collection and analysis and conducted semi-structured individual and group interviews with three boys and five girls (N = 8). Analysis of the individual and group interviews yielded four main structures: (a) dominant language determined perception of developing dual selves, (b) speaking two languages useful in language brokering and upward mobility, (c) dominant language determined experience of language use, and (d) language use and aspects of the complementarity principle. Findings from this study suggest that bilingual Latino children experience language brokering for their parents as difficult, speaking two languages as useful regarding upward mobility, and that their dominant language influences various aspects of their daily experiences such as with whom and where they use each language. Limitations to this research include insufficient time building rapport with participants and challenges related to unexplored dimensions of bilingualism in the counseling research literature. An overarching implication for future research, clinical practice, and counselor education is that bilingualism, language use, and the depth of experience of Latino children are largely understudied topics.