Thesis (M. S.)--Texas Tech University, 2005. / "August 2005." Title taken from title screen (viewed October 23, 2007). Includes bibliographical references (p. 68-71) and appendices.

Thesis (Ph. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 81-85). Also available online.

The status of bilingual education in Texas has been examined in this paper in order to explore the nature of bilingual education and bilingual education programs, to ascertain whether the implementation of bilingual education programs has been successful in Texas, and to determine if there is sufficient justification for the continuation of such programs.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 233-251). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 329-345). Available also in a digital version from Dissertation Abstracts.

This study produced a rich description of the lived experiences of tuberculosis (TB) treatment among Mexican Americans with TB living in the Lower Rio Grande Valley (LRGV) of Texas. This phenomenological study was guided by Merleau-Ponty's philosophical framework, particularly his theories on mind-body influence, fabric of relationships, importance of culture, and equilibrium. A purposeful sample was recruited through TB clinics in four south Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up the LRGV. Interviews from 18 participants were conducted in the participants' preferred language and analyzed. There were five women and 13 men. The majority of interviews (n=16) were conducted in Spanish. Five themes were discovered: a) being observed taking pills everyday b) signs and symptoms, c) importance of family, d) stigma; and e) border living. Stigma has four subconcepts: masks, interactions with others, internalization of stigma, and actions to limit exposure to stigma. The overarching theme was a struggle to find a balance during treatment between being exposed to stigma and isolation from social support. Recommendations have been made in regard to education, practice, and research, and health policy. / text

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Mexican Americans are a population that has significantly increased over the years in the United States. Despite their growth, many still face barriers in their pursuit of success and are at increased risk for poorer outcomes. Many explanations, such as acculturation, have been sought as potential contributors to poorer outcomes seen among Mexican Americans, particularly in academic settings. As an alternative explanation to acculturation, Fordham and Ogbu (1986) proposed that many of the negative outcomes in academic performance seen among African Americans could be attributed to the within-group processes that ostracized those who exhibited behaviors deemed “White.” Since the emergence of the “acting White” thesis, significant research has emerged in the hopes of either proving or disproving the tenants of the thesis. What has emerged is that some minorities have experienced pressures to conform and that many utilize a set of strategies that allow them to negotiate their multicultural contexts. However, most of the literature has focused on the experiences of African Americans; meanwhile research has been limited among other ethnicities who may share similar experiences. This report proposes a study that would attempt to examine whether Mexican Americans experience social pressures to conform to within-group cultural expectations. This study would also explore how Mexican American youth negotiate their ethnic peer cultures and school environments. In addition, potential psychological stressors related to accusations of “acting White” and perceived social pressures would also be explored. / text

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