This is a children’s literature review of recent Latino folklore. Three theoretical perspectives create the framework of this analysis: Funds of Knowledge (Moll, 1990), Reader Response theories (Rosenblatt, 1982), and Culturally Relevant Teaching (Ladson-Billings, 1992). This work is set within the context of bilingual education that promotes biliteracy. Four themes are identified: Latino Counter Stories of European Folklore, European Cumulative Rhymes Acculturated, New Adaptations of old Latino Folklore, and Folklore Characters in New Adventures. The first two categories include stories with Western European origins that have been adapted to a Latino perspective. In the second category all the stories are cumulative tales. The third category consists of stories of Latino origin that are retold, but modified from the traditional storyline. The last category is a mixture of both European and Latino folklore characters in completely new storylines. Students can expand their literacy while educators create an inclusive classroom by integrating Latino literature and student’s Funds of Knowledge into culturally relevant teaching. / text

Dissertação de mestrado--Universidade católica do Rio de Janeiro, 2002. / Bibliogr. p. 93-97.

This descriptive study explored Latino parental involvement strategies implemented in selected Virginia school districts. Randomly selected teachers from elementary, middle, and high schools whose student population is 10% or greater Latino were surveyed. Exploratory data analysis was utilized to examine the perceptions and opinions of selected teachers on the involvement of Latino parents in selected schools. Implications of the research findings are discussed and future research topics are recommended. / Ph. D.

Dissertation--Düsseldorf--Heinrich-Heine-Universität. / Bibliogr. p. 219-233.

The growing numbers of U.S. Latino Protestant converts from Catholicism has attracted scholarly attention in the last decade, however; none have examined the influence of social context through the lens of the semi-involuntary thesis to understand Latino conversion. Using data from a national sample of 4,016 Latinos surveyed across the country in 2006 by the Pew Forum on Religion and Public Life, this study tests, along with demographic factors, social factors important to the semi-involuntary thesis such as (a) national origin status, (b) census region, (c) Latino geographical concentration, (d) linguistic status, and (e) identity salience in explaining Latino conversion to Protestantism. / text

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2009. / Made available in DSpace on 2012-10-23T19:30:40Z (GMT). No. of bitstreams: 1 268853.pdf: 1213172 bytes, checksum: 118103259c7dce4064e863f7c178b767 (MD5) / Nesta pesquisa, concentrada na poesia de Lezama Lima e Josely Vianna Baptista, toma-se como ponto de partida o mito de Orfeu e Eurídice a fim de se pensar uma nova forma de olhar o retorno de uma natureza latino-americana, resgatando num só lance a lembrança de uma utopia referente a lugar padaradisíaco e a tensão por fazer desse mesmo lugar zona de artifício e negatividade, natureza para além do princípio da naturalidade, uma vez barroca e aguda. Tal forma de confronto faz parte de uma determinada problemática latino-americana, aquela voltada à paisagem, a qual busca articular um embate e um enlace entre natureza e cultura, memória e esquecimento, luz e cegueira . Desse modo, nos parece que estaria implicada nesse movimento de olhar não uma única imagem, senão duas, e ambas não cessam de serem confrontadas , dando origem a um lugar mais originário que o espaço, ultrapassando os limites da geografia. Na presente pesquisa, intentando conceituar este lugar originário marcado pelo enfrentamento de imagens, resgata-se a denominação barroca de soledad, desejando, igualmente, devolver potência ao aspecto especular de seu funcionamento. A soledad seria, nesse sentido, um signo barroco e latino-americano por excelência, o que não significa o resgate de uma nostalgia de um paraíso perdido, e sim como retorno a um lugar sempre "inencontrável" e destituído de saudade, um "entre-lugar" americano, cuja memória será sempre fruto de seu regresso especular.

This project examines, critiques and develops the role museums play in shaping and maintaining consciousness and identity within US and Mexican society. Key to this investigation are the ideals of what traditionally constitutes a museum and who determines what messages are conveyed and who has the opportunity to experience and receive the messages. Ultimately museums have an incredible impact on and responsibility towards the communities they serve and their role as communicators of social and cultural messages cannot be ignored. Museums are the spaces in which communal consciousness is not only created but also preserved. The museum should educate, engage and enlighten as well as connect communities. The development of a new progressive museum model is necessary to achieve and uphold these tenants. This project conducts a comparative analysis of Museos Comunitarios (Community Museums) in Oaxaca, Mexico and the Museo Alameda in the United States, focusing on the mission and founding principals as well as exhibition choice and institutional operating mechanisms. This analysis will forecast how these institutions and exhibitions impact the trajectory of the communities they encounter and outline the new role of the museum in the 21st century. / text

In 1848 with the signing of the Treaty of Guadalupe Hidalgo a large portion of land that had formerly belonged to Mexico now belonged to the United States. With this land came the people who lived on it. This added a large population of Latinos/as to the United States that has continued to grow ever since. Despite their presence in the United States Latinos/as history is regularly distorted, minimalized, and omitted in the official United States history curriculum. Using a Latino Critical Theory lens this case study examines how a Latina teacher troubles the curriculum. This study looks at both how a teacher presents a more inclusive curriculum and what compels her to do so. The primary data sources were semi-structured interviews which I chunked, coded, and grouped to create my themes. I found that the curriculum is problematic in its exclusion of minorities and women both through curriculum standards and in textbooks. Additionally, the teacher utilizes counterstories that allow her to trouble the problems discovered within the curriculum. This study showed that once teachers have become critically conscious they will always be aware of problems within the standards and will continually search for them. However, teachers are in need of content knowledge outside of the metanarrative to allow them to fill in the gaps they find with the official curriculum. Out of my findings I realized the need for counterstories to be made a more viable resource to teachers. This can be done in both teacher preparation programs and teacher in-services. Finally, I suggest a need for further research on classrooms that are more linguistically diverse than the one I researched. / text

Prior research shows a positive correlation between years of education and overall health. Historically, Latinos have had lower levels of educational attainment than Whites and other ethnic groups in the United States. The current study explored how a student’s social context in sophomore year is associated with his/her college aspirations and college expectations, and how these factors then influence subsequent college preparatory behaviors and college application in senior year. Differences in the role of social context were explored in Latino students and White students. Secondary data analysis was conducted using the Texas Higher Education Opportunity Project (THEOP) dataset, which provided longitudinal data for 2,875 Texas high school students. Hopes and Fears theory of future orientation was used as the guiding framework for the analysis of future orientation. Bivariate and multivariate logistic regression analyses were used to address the research questions. College preparatory behaviors and college application at senior year had the strongest associations with the social contextual variables at sophomore year that were most proximal to the students, namely family and friends. For all students, iv grade point average, graduation track, parent education in sophomore year were all significant predictors of college preparatory behaviors and college application in senior year. Parental encouragement to go to college in sophomore year was a significant predictor of college preparatory behaviors and college application at senior year among Latino students, but not among White students. Conversely, having more than three friends who planned to attend college or having a sibling who dropped out of high school was predictive of college preparatory behaviors and college application among White students, but not among Latino students. Implications for interventions and future research are discussed. / text

The purpose of this study was to examine Latino/a student preferences for school counselor activities. The primary focus of research was to determine what school counseling activities Latino/a students perceived as important and which school counseling activities Latino/a high school students perceived as satisfying. The researcher pursued this purpose through administration of a survey instrument developed by the researcher. The instrument consisted of 14 demographic items and 42 5-point Likert scale items based on the domains described in the ASCA’s national model and current literature on experiences of Latino/a adolescents. The sample was comprised of 210 Latino/a high school students from five high schools in three school districts in the suburbs of a large Southwestern U.S. metroplex. The study population consisted of 94 female and 115 male participants ranging in age from 14 to 20 years old with the median age of 17.54 years. Overall, students preferred school counseling activities focusing on college and career readiness. According to the results of this study, students indicated that although they believed college and career activities to be important, they were not satisfied with how their school counselors provided those activities. Multiple regression analyses were utilized to determine which demographic variables were significant predictors of respondents’ perceptions of importance. Results indicated student perceptions of importance did not vary across grades, economic levels, genders, or cultural differences. The results, limitations, and suggestions for school counseling programs were provided within the report.