Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1987. / Includes bibliographical references (leaves 152-155).

Thesis (D. Min.)--Concordia Theological Seminary, Ft. Wayne, 1991. / Includes bibliographical references (leaves 221-225).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2002. / Vita. Includes abstract. Includes bibliographical references (leaves 260-273).

Source: Masters Abstracts International, Volume: 47-06, page: 3551. Adviser: Carl S. Hacker. Includes bibliographical references.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 341-357).

Thesis (D. Min.)--Austin Presbyterian Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 163-169).

Project report (D. Min.)--George W. Truett Theological Seminary, Baylor University, 2002. / Abstract. Includes bibliographical references (leaves 178-183).

Although day laborers are highly visible, as they seek employment, in public street corners or storefronts, their life struggles, including their mental health and social service needs, remain largely unknown to local officials or service providers. This is one of the first studies to directly examine the risk and protective factors impacting Latino Day Laborers’ (LDLs) well-being and substance use and abuse. The study utilized a mixed methods (qualitative and quantitative) design. Specifically, this study used risk and protective variables identified by LDLs in the initial qualitative phase of the study to quantitatively examine the impact on these factors on LDLs’ well-being and substance use and abuse. Based on a sample of 147 LDLs, the quantitative results indicate that risk factors for well-being include psychological distress, social isolation, and older age; while factors protective of well-being include higher levels of religiosity and sending remittances to family members. In addition, psychological distress was found to be a risk factor for substance abuse. A member checking focus group was conducted to contextualize and validate the quantitative findings with the lived experiences of LDLs. Implications for practice and policy are discussed. / text

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This study is a qualitative narrative analysis on the importance and relevance of the ethnic and gender identities of 17 Latino/a (Hispanic) college students in the biological sciences. This research study asks the question of how one's higher education experience within the science pipeline shapes an individual's direction of study, attitudes toward science, and cultural/ethnic and gender identity development. By understanding the ideologies of these students, we are able to better comprehend the world-makings that these students bring with them to the learning process in the sciences. Informed by life history narrative analysis, this study examines Latino/as and their persisting involvement within the science pipeline in higher education and is based on qualitative observations and interviews of student perspectives on the importance of the college science experience on their ethnic identity and gender identity. The findings in this study show the multiple interrelationships from both Latino male and Latina female narratives, separate and intersecting, to reveal the complexities of the Latino/a group experience in college science. By understanding from a student perspective how the science pipeline affects one's cultural, ethnic, or gender identity, we can create a thought-provoking discussion on why and how underrepresented student populations persist in the science pipeline in higher education. The conditions created in the science pipeline and how they affect Latino/a undergraduate pathways may further be used to understand and improve the quality of the undergraduate learning experience. / text