In 2007, the nation's Latino population was estimated at 45.5 million, or 15.1% of the 301.6 million total U.S. population. Latinos are the fastest-growing minority group, exceeding 500,000 in 16 states and representing the largest minority group in 20 states (Bernstein, 2008). The number of Latinos is projected to almost triple by 2050 and will represent about 60 percent of the country's growth with about 128 million Latinos, making up 29% of the total projected 440 million U.S. population (Passel, 2008).Latino's continued population growth makes their educational and occupational success, and their ability to self-sustain and to contribute to the greater good, essential to this nation's economy. Since education is the most critical component in the productivity and self-sufficiency of Latinos, it is important that their representation at all levels of education, including students, faculty and administrators increase along with the population growth. However, Latino representation in higher education has not grown proportionately to their increases in the U.S. population (Haro, 2003). Their representation and voice is lacking in the decision-making, top levels of administration, such as vice presidents, provosts, presidents, and chancellors.The under-representation of Latinas in higher education was the impetus for this study, to identify elements affecting their trajectory to the top ranks of administration, including embedded structures, institutionalized filters, and elements within the social selection process that affect their representation in the presidency and other top-level administrative posts of four-year institutions.Their narratives document Latinas' challenges and successes and validate the importance of culture and identity, and the fact that dual culturalism is a source of strength and not a deficit. This study acknowledges bias in higher education and the need to incorporate mentors, champions and other strategic measures to increase Latino representation in graduate programs, faculty and administration. These Latinas' ability to penetrate the adobe ceiling serves as a model and a "counterstory" for others who aspire to top administrative positions. Their insights and recommendations provide a valuable context to inform practice and research.

Latinas in college are systematically disadvantaged and face many unique stressors and adversities such as race-related discrimination and family stress; however, perceived availability of social support has been shown to have positive effects on students, such as positively influencing adjustment and academic persistence. In an effort to determine what factors help Latinas thrive in college, an experimental study with a 2x2 factorial design is proposed to investigate if in the face of adversity, does peer support/community preserve the thriving of Latinas in college. Community is defined by sense of membership and validation, and both will be manipulated in the in-lab community experience through a confederate (race of the confederate x support offered). The results are expected to show that main effects in the influence of validation on thriving and main effects in the influence of sense of membership on thriving. Furthermore, an interaction is predicted such that the effect of being validated depends on whether or not the confederate is Latina. It is also predicted that participants will feel a higher sense of communality with Latina students than Latinx students. The proposed study works to add to the small body of literature that highlights ways to help underrepresented students in higher education, rather than simply investigating factors that work to their detriment. The implications of the research are to work to legitimize community as a form of self-care and support, so that institutions help foster and support Latina communities on college campuses.

Orientador: Isabella Tardin Cardoso / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T09:29:58Z (GMT). No. of bitstreams: 1 Silveira_FabianaLopesda_M.pdf: 1653353 bytes, checksum: af9e21731548d2e80ab5edeb53ebe1b9 (MD5) Previous issue date: 2014 / Resumo: As Epístolas Morais a Lucílio, ainda que sejam consideradas por muitos estudiosos umas das mais importantes obras de Sêneca, costumam ser criticadas tanto por, alegadamente, se resumirem a um conjunto de exortações de cunho moral (preceitos), sem maior fundamento doutrinário, quanto por, segundo em geral se supõe, não apresentarem sistematicidade. No entanto, um olhar mais atento à carta 94 e à seguinte, a 95, nos permite notar que o próprio Sêneca chega a tematizar a questão do papel dos preceitos, i.e. do valor da parte da filosofia denominada preceptiva (de ordem prática, regida por praecepta), frente à dogmática (parte da filosofia de ordem teórica, regida por decreta). Para tanto, nessas cartas, o filósofo adota uma forma de argumentação consideravelmente organizada, além de fazer uso regular de certas imagens referentes a decreta e praecepta. Levando isso em conta, e tendo estudado tais aspectos na Ep. 95, nossa investigação da Ep. 94 se dedica à hipótese de que o texto do filósofo apresenta certa sistematicidade, ao menos no que tange à sua argumentação sobre os referidos métodos de ensino filosófico. Uma tradução completa e anotada da Ep. 94 acompanha o nosso estudo / Abstract: Though considered one of the most significant of Seneca's works, scholars sometimes critize the Letters to Lucilius as being nothing but a gathering of moral exhortations (precepts) with no considerable doctrinal basis, or for allegedly not presenting any systematics. However, a more careful reading of the Letter 94 (and the one that follows it, the Letter 95), lets us come to notice that Seneca himself approaches the role of precepts in moral development. The importance of that part of philosophy called praeceptiua as opposed to the dogmatic one is the main subject of these epistles. There, the philosopher develops his arguments quite orderly and makes regular use of imagery in order to refer to both decreta and praecepta. Taking that into account, and having studied the Letter 95 before, this investigation of the Letter 94 focuses on the hypothesis that the philosopher presents systematics of some kind, at least when it comes to his arguments about the methods of philosophical teaching just mentioned. The epistle is translated in full and provided with footnotes / Mestrado / Linguistica / Mestra em Linguística

Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.

This study explored the educational journeys of 17 academically achieving, low income and first generation college attending Latinas at three different selective institutions. While many studies have been dedicated to the reasons for the low graduation rates of Hispanics, this strength-based study focused on resiliency and on the relationships and strategies Latinas used to achieve success in the most unlikely of environments. The interviews considered: the ways in which Latina students persist and whether their pathways were consistent with Tinto’s traditional model of persistence; how students developed the scholastic capital required for persistence; and the ways in which culture and campus affected their persistence. The central themes fell into two broad categories: family and capital. Cultural context was found to be an essential component for academic success for these students, and family involvement was central to this context. Families wanted their daughters to become not just well-educated, but bien educadas, a term that includes formal education as well as cultural norms, values, and protocols. The study also revealed that the educational pathways of these women had been made possible thanks to teachers, friends or programs that helped expand the family’s social capital. However, the expansion of a student’s capital and her growing development of scholastic capital were experienced as hollow unless she was able to integrate these experiences into her cultural world in a meaningful way. Family, teachers, mentors, and micro communities all played an essential role in the integration of this capital and in helping students develop bi-cultural identities. Finally, the findings suggested that there may be some advantages for Latina students who attend a women’s college or are at least a strong women’s studies program. Because the Hispanic culture tends to be male dominated and perhaps because in the U.S. Hispanic populations tend toward higher rates of domestic violence, sexual assault, teen pregnancy, etc. all associated with poverty and lack of education, the students in this study gravitated toward education about women’s issues, women’s health, birth control, and women’s rights The findings from this study offer guidance for ways institutions of higher education might betters support Hispanic persistence.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda P. Thurston / This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-07-12T15:35:03Z No. of bitstreams: 1 Paulo Júnior Melo da Luz_.pdf: 2758323 bytes, checksum: a7ad97dac7f363ac2e60819fd2ea332e (MD5) / Made available in DSpace on 2018-07-12T15:35:03Z (GMT). No. of bitstreams: 1 Paulo Júnior Melo da Luz_.pdf: 2758323 bytes, checksum: a7ad97dac7f363ac2e60819fd2ea332e (MD5) Previous issue date: 2018-03-02 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta pesquisa teve como objetivo geral investigar as significações produzidas por sujeitas comunicantes mulheres para as personagens femininas narcotraficantes na série Queen of the South, destacando a presença do protagonismo das mulheres nesse cenário. Para embasar a investigação, refleti sobre os conceitos teóricos: gênero ficcional série; gênero, enquanto categoria analítica e epistemológica para pensar as mulheres; sujeitos comunicantes e processos de recepção; identidades culturais e cidadania comunicativa. A fim de compreender os entornos da problemática, realizei um movimento de contextualização que abarcou questões do narcotráfico na fronteira entre México e Estados Unidos; da narcotraficante Sandra Ávila Beltrán, que inspirou a série Queen of the South; da personagem Teresa Mendoza, a Rainha do Sul; dos processos de interlocução entre a televisão latina e a estadunidense e das migrações femininas latinas para os Estados Unidos. As estratégias metodológicas se construíram a partir da transmetodologia, que orientou a pesquisa bibliográfica, a pesquisa da pesquisa, a pesquisa de contextualização e a pesquisa teórica. O olhar transmetodológico também norteou a pesquisa empírica exploratória, realizada por meio de questionários e entrevistas nos ambientes digitais da série Queen of the South, com sujeitos que formam o público da série. Ademais, foram feitas entrevistas em profundidade com cinco mulheres que compõem a amostra da investigação na fase sistemática. A dissertação permitiu refletir sobre as potencialidades e obliterações de exercício da cidadania comunicativa na construção do gênero feminino em Queen of the South. A partir das conversas com as sujeitas da recepção, foi possível pensar em como cada trajetória de gênero gera significações para a série, abrindo discussões sobre feminismo, igualdade e luta pelos direitos das mulheres em perspectiva cidadã. / This research had as main objective to investigate the interpretations produced by women communicative subjects for the female drug dealer characters of the series Queen of the South, highlighting the presence of women main roles in this scenario. To base the investigation, I reflected about the theoretical concepts: series as fictional gender; gender, as an analytical and epistemological category to think about women; communicative subjects and reception processes; cultural identities and communicative citizenship. To understand the surroundings of the problematic, I made a contextualization movement that covered questions: of drug dealing in the border of Mexico and the United States; of the drug dealer Sandra Ávila Beltrán, who inspired the series Queen of the South; of the character Teresa Mendoza, the Queen of the South; of the processes of interlocution among the Latin and the American television; and the feminine migrations to the United States. The methodological strategies were built with basis on the transmethodology, which oriented the bibliographic research, the research of the research, the contextualization research and the theoretical research. The transmethodological perspective also guided the exploratory empirical research, accomplished with questionnaires and interviews on the digital spaces of the series Queen of the South, with subjects who form the public of the show. Furthermore, were made in-depth interviews with five women who composed the sample of the systematic phase of the investigation. The dissertation allowed me to think about the potentialities and obliterations of the communicative citizenship effectiveness on the building of a feminine gender in Queen of the South. From the dialogues with the subjects of the reception, it was possible to comprehend how each gender trajectory create significations to the series, opening discussions about feminism, equality and fight for women rights in a citizenship perspective.

Currently, Latinas are the fastest growing population in the United States and comprise one-fifth of the female population (Roach, 2015). It is estimated that by the year 2060 Latinas will make up one-third of the females in the US (Roach, 2015). Gandara (2015) suggests there are several potential barriers that are holding back Latinas from academic and professional success. There are several critical factors that could explain why Latinas are underachieving: family obligations, work obligations, affordability, systemic barriers, lack of information and lack of role models and mentors (Espinoza, 2015, Gandara, 2008; Nunez & Murakami-Ramalho, 2012). This narrative inquiry examined the personal and professional lived experiences of Latina administrative leaders in higher education to gain a deeper understanding of how they navigated their educational and leadership trajectories. The primary conclusion of this study is the need to continue diversifying leadership roles in higher education. The participants in this study support previous findings that suggest that their firsthand experience and their support networks serve as catalysts along their educational and leadership trajectories (Espinoza, 2015; Gándara, 2015; González, 2007). In addition, their stories can provide critical information to not only serve the Latina student population and other under-served students in higher education, but can also help propel and influence women in non-leadership roles to new heights.

My thesis is about the evolution of the garment industry, both in the U.S and worldwide, with particular emphasis on how this has impacted Latinas and other poor immigrant groups. The thesis traces the rise of garment unions in the U.S. and their subsequent decline as a consequence of competition from the East Asian garment industry and U.S. trade policy. It also discusses the vulnerability of Latinos in the U.S. as a group to exploitation by low wage industries as a result of racial and gender prejudice and legal status.

The recent attacks on ethnic studies programs both in Arizona with house bill 2281 and locally at the University of Central Texas serve as an urgent call to address how ethnic studies programs impact the educational trajectories of students. Additionally, research done on ethnic studies programs has largely focused on high school programs, overlooking programs in higher education. Therefore, this study addresses the following question: In what ways does being a Mexican American Studies major influence the experiences of Latinas at a predominately White institution (PWI)? Using Chicana feminist thought and Yosso’s (2005) community cultural wealth model as theoretical perspectives this study seeks to; 1) understand an educational approach (ethnic studies) that has shown success with students of color, 2) fill in the gap in the literature of ethnic studies programs in higher education, and 3) look at the gendered experience of Latinas at PWIs. Through a thematic analysis of six in depth interviews and a focus group conducted with six Latina undergraduates the author finds that Mexican American Studies represents a site or process of reclaiming and redefining. Four major themes are identified and discussed; reclaiming knowledge, the self, and space(s) and redefining la mujer. The findings suggest that there is a relationship between student retention and ethnic studies programs, adding epistemic and mestiza capital to Yosso’s community cultural wealth model, and using ethnic studies programs as models of how to best support students of color at PWIs. The author concludes with the suggestion that more research is needed on the experiences of other undergraduate students (White, African American, men, etc.) that are ethnic studies majors in order to further understand the impact, importance, and wealth of potential in these programs. / text