<p> This qualitative study contributes to the very limited body of literature available on the identity development of undocumented students. Specifically, this study focused on the experiences and identity development of Latina/o undocumented students enrolled in California community colleges. From the voices of 21 students, a three-position identity development framework emerged: (a) discovering difference, (b) making meaning of difference, and (c) coming to terms with being undocumented. The identity development process for Latina/o undocumented students is one that is directly linked to the degree of inclusion and acceptance that is present in their environment. A political context was evident in all three of the positions demonstrating that there is a larger policy context that is important in the identity development of this student population. Recommendations for practice and policy are offered. </p>

<p> Over 50% of mental disorders have an onset in childhood, and mental health issues during adolescence impact adult psychological, social, and occupational functioning. Parents serve as the primary gatekeepers to child mental health resources, and as such factors that influence parental help-seeking were discussed, and a manualized psychoeducational program for parents was developed with the aim of addressing these barriers. The program was developed based on the need for evidenced-supported school-based programs that target parental knowledge, competence, and access to community resources while simultaneously decreasing stigma toward children with mental health difficulties. A quantitative pilot study was conducted as a means to examine change in parent perception of knowledge of social skills in youth before and after receiving the preventative program. It was hypothesized that parent perception of their knowledge post-presentation would be negatively correlated with parental age, and positively correlated with education and household income. Bivariate correlations indicated that parent age, ethnicity and sex, as well as highest level of education were not significantly associated with perceived knowledge of social skills post-presentation. The implications for program development, including the possibility of adding manual versions based on parental education level were considered, and study limitations were discussed. </p><p>

<p> <i>Skin tone bias or colorism</i> is &ldquo;the tendency to perceive or behave toward members of a racial category based on the lightness or darkness of their skin tone&rdquo; (Maddox &amp; Gray, 2002, p. 250). It is &ldquo;the prejudicial treatment of individuals falling within the same racial group on the basis of skin color&rdquo; (Thompson &amp; Keith, 2004, p. 46) and &ldquo;the allocation of privilege and disadvantage according to the lightness or darkness of one&rsquo;s skin&rdquo; (Burke &amp; Embrick, 2008, p. 17). Skin tone bias/colorism is a form of discrimination based on skin tone that typically privileges lighter-skinned individuals and penalizes darker-skinned individuals within and across racial and ethnic groups (Hunter, 2007; Jones, 2000). For my study, I focused my investigation of skin tone bias/colorism in relation to Blacks in the United States of America. </p><p> I conducted semi-structured face-to-face individual interviews with 30 Black undergraduate students (15 men and 15 women) at the University of Pennsylvania using purposive sampling. To triangulate data for this study, participants&rsquo; skin color was determined by two self-report assessments: the Skin Color Satisfaction Scale (SCSS) (Bond &amp; Cash, 1992; Falconer &amp; Neville, 2000) and the Skin Color Assessment Procedure (SCAP) (Bond &amp; Cash, 1992; Coard, Breland, &amp; Raskin, 2001). These assessments were administered prior to the interview. </p><p> Contrary to societal myth, Blacks are not a monolithic group. The impetus for my dissertation was to develop a qualitative study that necessitates the acknowledgment of the heterogeneity of Black students&rsquo; backgrounds and experiences with college, to ultimately shed light on the potential challenges faced by varying Black students in college based on skin tone, and to provide recommendations for Black students to effectively navigate highly selective institutions of higher education &ndash; with hopes to increase their persistence and success in college. Recommendations for higher education institutions, faculty, and student affairs administrators to better support Black students are also provided. </p><p> My research questions were as follows: How do the academic, personal, and social experiences of lighter-skinned Black students at a highly selective higher education institution vary compared with the experiences of darker-skinned Black students? How does this variation in experiences between lighter and darker-skinned Black students matter within the higher education context? </p><p>

<p> The thesis investigated debated intelligence theories: Cattell&rsquo;s (1943) &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; and Gardner&rsquo;s (1983) &ldquo;Theory of M.I.&rdquo; The research asks: Which existing theory-based and hypothetically based measurement models of intelligence fit the measurement data better? How does a traditional vs. modified M.I. Theory measurement model fit? How does a combined measurement model of the theories fit? Participants (n=287) were students (age 18-25) from a top-tier East-Coast university. Approximate statistical power is .90 with effect size of .5 (<i>p</i>&le;.05). Participants were administered the <i>Reynolds Adaptable Intelligence Test and Multiple Intelligence Developmental Assessment Scales</i>. Structural equation modeling revealed better fit for the &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; data (&chi;²(4) =8.08, <i>p</i>=.09; CMIN/d.f.=2.02; RMSEA= .06; TLI= .98; CFI= .99; IFI=.99; SRMR=.0221). The traditional Theory of M.I.&rdquo; model fit was insupportable (&chi;²(300) =1441.448, <i>p</i>&lt;.000; CMIN/d.f.=4.80; RMSEA= .12; TLI= .61; CFI= .64; IFI=.65; SRMR=.2239), but alternative M.I. models were supported. A correlated M.I. model (&chi;²(264) =569.09, p&lt;.001; CMIN/d.f.=2.16; RMSEA= .06; TLI= .88; CFI= .90; IFI= .91; SRMR=.06) and 4-factor model M.I. with distinct bodily-kinesthetic and musical talent (&chi;²(267) =526.32, p&lt;.001; CMIN/d.f.=2.12; RMSEA= .06; GFI=.91; TLI= .92; CFI= .94; IFI= .94; SRMR=.06) show acceptable to good fit. A M.I. Indicator &amp; R.A.I.T. TII to <i>g</i> SCU Model shows good fit (&chi;²(120) =247.56, p&lt;.001; CMIN/d.f.=2.06; RMSEA= .06; TLI= .89; GFI=.94; CFI= .96; IFI= .96; SRMR=.10). Current findings are further discussed in relation to analogous studies.</p>

The present cross-sectional study adds to the extant literature by exploring how parenting and child behavior problems relate to elementary school children's academic achievement and engagement. Parenting was investigated as a possible mediator of the relationship between behavior problems and academic outcomes. A diverse sample of 62 children, their primary caregivers, and teachers participated in the study. Videotaped observation of parent-child dyads doing a homework task allowed the following behaviors to be studied: parental autonomy support, positive-minus-negative presence, quality of teaching, and child engagement. To assess behavior problems, parents and teachers completed behavior rating scales, and parents completed a structured interview. Children participated in language and literacy based achievement testing, and school personnel provided grades. Children who displayed higher levels of engagement performed better on measures of academic achievement. Positive parenting behaviors were associated with academic achievement and engagement. An exploratory analysis was consistent with child engagement partially mediating the relation between parenting behavior and reading achievement. Child behavior problems were related to lower engagement, but contrary to expectations, they were not related to parenting or achievement. Boys rated by teachers as displaying behavior problems, however, had lower academic achievement, but this was not the case for girls. Though parenting was not related to child behavior problems, findings did suggest that parenting and child behavior are associated with child engagement. This research points to the critical role of engagement as a component of academic success and the potential for parents to foster children's academic engagement and achievement through the parent-child relationship.