Cornell and Hartmann (2007) developed a constructionist framework that can describe the development of racial and ethnic identities. Yet this framework has greater utility than its authors have intended as it also provides the best rubric to date for comprehending the transitions between collective identity group types. This study engages in a thorough investigation of the development of racial and ethnic identities within the context of those that precede it via an ethnohistorical analysis. It also demonstrates that this framework is capable of describing pre-modern religious and national identity types in addition to racial and ethnic identity types. This permits it to demonstrate that this framework can also be utilized in the analysis of identities and identity types in the pre-modern era, in addition to the modern examples that Cornell and Hartmann have used. To this end Weber‟s concept of the ideal type is used to support the examination of identity transitions among pre-Mexicans, Mexicans and Americans of Mexican descent in the ethnohistorical analysis. This methodological approach is in accordance with Romano‟s (1968) indication that the most effective way of understanding the way that Mexican persons define themselves is through a historical and not a sociological investigation. This investigation encapsulates the transition from pre-modern religious identities in the Iberian Peninsula, to the appearance of racial and national identities in the Viceroyalty of New Spain and the Mexican Republic. It examines a second racialization of those that lived within the northern Mexican provinces as Mexicans in the newly conquered Southwestern United States come into contact with the dominant white majority of the United States. The ethnohistorical analysis concludes with a description of the emergence of four distinct identity types among Americans of Mexican descent, each a means to combat the normative discrimination they faced.

This study investigates compliance-gaining rhetoric among Anglo and Mexican-American fourth graders in three schools in north Texas. The children were asked to respond to a scenario and to give a rationale for their persuasive strategies. An analysis of interviews with 52 children indicates that although the children used some similar strategies when attempting to gain compliance from an adult, there are also some significant differences between the two cultural groups.

Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D‘Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers‘ implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three motherchild dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother‘s implementation of dialogic reading strategies and the children‘s total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a iv local federally funded preschool and received services for speech and/or language. The results indicated that the mothers‘ implementation of dialogic reading increased after training and coaching and the children‘s expressed total vocabulary words also increased. Dyad‘s interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent‘s funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.

The Vietnam War brought many changes to society in that it soon became one of the most controversial wars in United States history. There was a tremendous loss of life as well as a rift in the nation with the rise of anti-war protest. Those drafted for the war primarily came from low-income and ethnic minority communities. While all who served deserve to be recognized, there is one group that has gone largely unrepresented in the history of the war. Mexican American serviceman served and died in large numbers when compared to their population. In addition, they also received high honors for their valor in the battlefield. Yet, the history of the war has been largely focused on the experience of the Anglo and Black soldier. This is due in part to the existing black-white paradigm of race that has existed in United States society, which places all other ethnic minority groups in the margins of major historical events. Biased Selective Service Boards contributed to the already existing race and class discrimination that existed among the elite class in society. This study utilizes interviews, oral histories, autobiographies and anthologies as its main source of information of Mexican American Vietnam War servicemen. Due to the lack of historical material in this area, most information on participation and casualty rates are estimates conducted by professors such as Ralph Guzman, from the University of Santa Cruz. Guzman took the number of Spanish surnamed casualties in the southwestern states to calculate an approximate number of total casualties. The major aim is to highlight the contribution of the Mexican American serviceman in Vietnam and to emphasize the patriotism that existed in the Mexican American community as much as it did in the Black and Anglo communities. By providing information in the area of American identity, race relations, the draft and volunteerism as well as the sacrifice of Mexican American lives at the time of the Vietnam War, this study hopes to initiate the inclusion of Mexican Americans in the general history of the war. Keywords: Mexican American, Chicano/a, Selective Service , draft boards, whiteness, New Standards Men, Project 100,000, Lyndon Johnson, League of United Latin-American Citizens (LULAC), Medal of Honor, sacrifice, patriotism.

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Research has shown that ethnic-racial socialization (ERS) is associated with positive academic and mental health outcomes for adolescents. These socialization messages come in 3 forms: cultural socialization, preparation for bias, and promotion of mistrust. The ERS literature has mainly focused on African American populations but is expanding to include other demographics, such as Latinx individuals. Since much of ERS research has been conducted from the perspective of parents, the current study sought to add to the literature by evaluating adolescent experiences with ERS in their own words. The study was conducted using focus groups with late adolescents and young adults who shared their experiences in high school. Focus group data analysis occurred at both the individual and group level to extract themes regarding their experiences with ERS. Main themes from discussion included feeling like an outsider, navigating discrimination, social/emotional difficulties, and positive cultural identity. Each theme contained 2-3 categories that provide further insight into the Mexican American high school experience. There was some overlap with traditional ERS categories as well as departure and expansion, especially when it came to within group discrimination, disproving stereotypes, and a lack of promotion of mistrust messages. Participants described their experience in high school as "mostly positive, some negative, and a bit disconnected." Based on participant comments, this disconnection could be alleviated by increased opportunities to belong and contribute, learn social emotional skills, and celebrate successes.

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The focus of this study is the relationship among (1) attitudes toward sex-based differentiation in adult leisure activities and socialization of boys and girls, (2) attitudes toward housekeeping, and (3) combinations of marital, maternal employment, and head of household statuses among Negro, Anglo, and Mexican-American women in three age categories and from two socio-economic levels.

Previous research has examined the influence of social support and family support on Latino college adjustment; however, few studies have examined the role of peer support on Latino college adjustment, and even fewer studies have focused exclusively on Mexican-origin students. The purpose of this study was to explore the importance of perceived peer support to Mexican-origin college students adjusting to a predominantly White university, with special attention given to the role of perceived peer support in the context of minority status stress and traditional college stress. Specifically, this study aimed to find whether perceived peer support contributed to Mexican-origin students' college adjustment. Given that many minority students attending a predominantly White university experience minority status stress and traditional college stress, this study also assessed the extent to which perceived peer support buffered Mexican-origin students from these stressors. A second goal of this study was to examine the heterogeneity of the Mexican-origin college student population to determine whether acculturation status influenced the relation between perceived peer support and several variables including minority status stress, traditional college stress, and college adjustment. Mexican-origin (N = 136 ) students were recruited from the Center of Mexican American Studies, the Latino Leadership Council, and the Educational Psychology subject pool at The University of Texas at Austin. Participants completed an online survey that included a demographic form and five questionnaires that assessed traditional college stress, minority status stress, acculturation, perceived peer support, and college adjustment. Several important findings were identified. Perceived peer support was associated with increased levels of traditional college stress, social adjustment, and attachment to the university. Traditional college stress, specifically the academic stress and social stress subscales, negatively predicted overall college adjustment. Of the five minority status stress subscales, achievement stress and interracial stress negatively predicted college adjustment while social climate stress positively predicted college adjustment. Finally, acculturation status negatively predicted all five types of minority status stress. Contrary to what was predicted, none of the interaction terms were significant, indicating that neither perceived peer support nor acculturation status moderated the effects of stress on adjustment. Theoretical and clinical implications of these findings are discussed. / text