This study examined the extent and sources of primary revenue for Hispanic-, African-American-, and Caucasian-serving public community colleges in Texas. The study also examined differences between and among primary revenue streams for these institutions. The public community colleges were identified as Hispanic-, African-American-, and Caucasian-serving based upon the percentage of enrollments for each ethnic classification. A comparative model was developed for the primary revenue streams of in-district student tuition, out-of-district student tuition differentials, out-of-state student tuition differentials, ad valorem property tax revenue per in-district contact hour, and state appropriations. Statistical Packages for the Social Sciences (SPSS) was utilized to conduct multiple-factor analysis of variance (ANOVA) on the data set to examine differences between and among the several variables. Post hoc tests were performed where necessary. Difference was identified in in-district student tuition. Post hoc analysis demonstrated that difference existed between Hispanic-serving and African-American-serving community colleges. No difference was identified in the remaining primary revenue streams.

In Texas, Hispanic populations (people of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race) have increased from 6.7 million in 2000 to 7.4 million in 2005, or by approximately 10.5%. This growth trend is expected to continue with estimates that Hispanics will represent approximately 37% of the state's population by 2015. The problem this research addressed is that participation in higher education by Texas Hispanics is not keeping pace with the growth in the Texas Hispanic population. If allowed to continue, the state could be in danger of realizing devastating economic and societal consequences. The present study utilized regression analysis to determine how well four institutional characteristics explained the variance in Hispanic enrollment and graduation percentages of students attending public 4-year institutions in states with prevalent Hispanic populations. Findings indicate that while local Hispanic population is a strong, positive predictor of Hispanic enrollments, it has a negative impact on Hispanic graduation rates. The independent variables of average cost of attendance and average financial aid package are the strongest predictors of Hispanic graduation percentages. Implications for the state of Texas include stress on public 4-year institutions in coping with Hispanic population increases, possible enrollment overflows at the community college level, and need for additional allocations to state and institutional financial aid programs.

No description available.

The purpose of this study was to investigate the attitudes, perceptions, and coping skills of college Hispanic women who have witnessed domestic violence committed against a family member, a close friend, or have experienced it personally. An interview was conducted to examine the women's attitudes toward the culture's role in the occurence of domestic violence.

No description available.

This study was conducted in order to more accurately understand the relationship between sense of belonging in the U.S., self-efficacy, outcome expectations, and mental health and well-being for Latinx DACA recipient college students in the United States. Additionally, results were intended to assist in providing critical information regarding: (a) adequate support to Latinx DACA recipient college students, (b) informed consulting for policy shifts and changes with legal status, and (c) ethical psychological care to Latinx DACA recipient individuals. Ten participants were interviewed and given self-report measures (BDI and BAI) in order to glean insight on the aforementioned relationship. Data analysis included consensual qualitative research (CQR) analysis for interview transcripts and averages of self-report measures as compared to general university student population scores (BDI and BAI). Qualitative results are organized under eight overarching themes. Clinical implications, considerations for immigration policies, and considerations for university policies are discussed and explored.

The purpose of this was study was to explore the use of two teaching practices (cognitively responsive subject matter and culturally responsive teaching) at Hispanic-Serving Institutions in the United States. The conceptual frameworks for this study were the Multi-Contextual Model of Diverse Learning Environments (MMDLE) (Hurtado et al., 2015), Blackwell and Lawrence’s (1995) framework on faculty work, and Neumann’s (2014) framework on cognitively responsive teaching practices and culturally responsive teaching (Ladson-Billings, 1994). Data for this study were culled from responses of full-time faculty to the University of California-Los Angeles Higher Education Research Institute’s 2013 faculty survey, a national, multi-institutional survey of faculty. Using ANOVAs and hierarchical linear models (HLM), the study estimated the effect of individual- and organizational-level variables on subject matter and culturally responsive teaching. The results of HLM models showed that women faculty, faculty who have won an award for their teaching, and those who believe all students can excel have higher culturally responsive teaching scores. In contrast, faculty who believe it is up to individual students to succeed, and those who teach a hard discipline as characterized by Biglan’s (1973) typology of disciplines, have lower culturally responsive teaching scores. Of the organizational-level predictors used in HLM models, the selectivity of an institution was negatively associated with culturally responsive teaching, as was the percentage of Latinx students enrolled. For subject matter teaching, women faculty, tenure-track faculty, faculty who believe all students can excel, and those who spend additional time weekly preparing to teach have higher subject matter teaching scores. Faculty who teach a hard discipline, as characterized by Biglan’s (1973) typology of disciplines, and those who believe it is up to individual students to succeed have lower subject matter teaching scores. Of the organizational-level predictors, the percent of Latinx students enrolled in an institution had a negative association with subject matter teaching practices.

Indiana University-Purdue University Indianapolis (IUPUI) / There has been a tremendous influx in the number of Hispanic immigrants into the US over the past couple of decades. Many newcomers have families with small children, and dental needs in this pediatric population are disproportionately high. The purpose of this study was to determine if there was any correlation between the increased prevalence of caries and socioeconomic or cultural factors in Hispanic children ages six months to eight years old. To accomplish this, 127 children were given dental examinations by a calibrated dental examiner, and their parents completed a two-page questionnaire with questions regarding socioeconomic factors, den1ographics, and cultural issues. The bivariate relation between caries status and demographic and cultural variables was examined using chi-square tests or Fisher's exact tests for categorical variables and logistic regression for continuous variables. Bivariate relation between defs and demographic and cultural variables was examined using analysis of variance (ANOVA). The mean defs for children up to age two was 1.53; ages two to five the mean defs was 7.73, and for ages six to eight, 9.18. As the prevalence of caries increases with age, the child is more likely to access dental care, but despite this, there is an overall mean 79 percent of untreated decay (of decayed, missing and filled surfaces). In the permanent dentition, the overall mean DMFS was found to be 2.22. There were several factors found to be statistically significant to the incidence of defs. If the child had dental insurance, the child was more likely to have higher defs. If a child had more siblings, the defs score was higher. If the child was on the bottle at less than age one-and-a-half, the child was less likely to have dental caries. If the child on the bottle was older than age one-and-a-half, the child was much more likely to have dental caries. The older the child is when the child goes off the bottle, the more likely the child will have a higher caries experience. There is an extraordinarily large number of untreated caries found in Hispanic children. The reasons for this are multifactorial, but involve cost, language barriers, being new to the area, and not having seen a dentist yet. Identifying those at high risk such as single mothers, those with increased numbers of siblings, and infants that are still on the bottle, or older children that are at increased jeopardy due to prolonged use of the bottle are important factors in treating those that are underserved. Local dental and community organizations could benefit from being apprised of the unmet dental need of Hispanic children and some of the contributing factors. By further investigating and understanding some of the socioeconomic and cultural issues that present barriers to care, treatment might become more accessible and available. Adverse outcomes such as missed school and opportunities for acculturation, inadequate nutrition, pain, and infection might be avoided or diminished.

Indiana University-Purdue University Indianapolis (IUPUI) / Vaccinations are an important step in preventing childhood illnesses and disease outbreaks in the community. Complete immunizations before school assure eligibility for enrollment and protect children against severe illness. The fact that foreign-born children of Latino immigrants face health disparities in receiving vaccinations is well documented. However, there is little information in the literature about the actual experience of immigrants facing the complexities of the health system, and through their eyes, which factors ultimately affect vaccination rates of immigrant Latino children. The purpose of this study is to give voice to Latino immigrant families who have recently immigrated to the United States, in terms of the issues they encountered when engaging the health care system for vaccinations.

No description available.