The purpose of this study was to investigate the relationship of student-faculty interactions, student-staff interactions, and student-peer interactions of Latino students to their intent to persist toward graduation in community colleges in Texas. Parental educational level (for both mother and father), first generation status, gender, and English as a second language served as additional predictor variables. The existing data used for this investigation were collected by the Center for Community College Student Engagement and included longitudinal data from the years 2012, 2011, and 2010. Data from 12,488 randomly selected Latino students enrolled in Texas community colleges were obtained and used for the study. The research design method was non-experimental using extant data. To assess the relationships between student engagement variables and Latino student intent to persist, correlations and logistic regression were used. Though no relationship was found between intent to persist and student-faculty interactions (r = -.017, p = .066, n= 11,824) or student peer interactions, (r = -.012, p = .208, n = 11,766), a positive relationship was found between intent to persist and student-staff interaction (r = .048, p = .000, n = 10,794) with an extremely small effect size (r2 = .002). Among the variables of parental level of education, first generation college student status, gender, and English as a second language status, only mother's educational level emerged as a significant predictor for intent to persist, R2 = .048, ?2 (8, N = 7,862) = 62.606, p < .0001. The findings suggest the possibility that staff availability and accessibility is important for Latino student persistence. In order to retain Latino community college students, knowledgeable staff able to facilitate students' successful navigation of the educational system is recommended to be a part of the community college's student success strategies. In addition the findings regarding parental education indicate that community colleges would be well advised to offer programs that engage and include parents as students proceed toward achieving their academic goals.

Thesis advisor: Rebekah Levine Coley / One in eight children in the U.S. live in an immigrant Latino family. The contexts common to their families include accumulated disadvantages that result in diminished educational attainment. High quality early childhood education (ECE) is increasingly seen as a cost-effective intervention that can mitigate negative educational outcomes for children, yet research has found that Latino immigrant families have lower utilization rates of center-based care, often associated with high quality, than other racial and ethnic counterparts. This research study aimed to better understand the ECE decision-making process of Latino foreign-born parents with children ages 3 to 5 through an examination of the accommodation model to develop a culturally-informed model that delineates family and community characteristics, parental preferences and perceived opportunities and constraints that relate to ECE selection for this population. This aim was addressed through a two phase, mixed methods study. Through group interviews with twenty-two Latino immigrant parents across four communities in the Greater New York City metropolitan area, Phase 1 sought to explore the decision-making process through which such parents pursue ECE decisions for their young children. Thematic analysis informed by grounded-theory identified seven themes central to these families: beliefs about development and parental goals, “cara vemos, corazon no sabemos”/trusting providers, understanding of ECE, perceived context of reception, informed preferences, opportunities and constraints, and evaluating ECE. The resulting culturally-informed model highlights the ways that the culturally-bounded contexts common to Latino immigrant families inform their mental representations of available ECE choices, parental beliefs and socialization goals, and social context to create a set of informed preferences that guide their decision-making. These findings highlight the importance of maternal employment and parental beliefs about development in constraining parent’s informed preferences and ECE choice. Phase 2 aimed to test the overall integrity of the culturally-informed model of decision-making and assesses its prediction of Latino immigrant parents’ ECE selection. Data were drawn from the Household and Center-based Surveys of the 2012 National Survey of Early Care and Education, with data on 744 children ages 3 to 5 years in Latino immigrant families. Measures from parent reports and administrative data operationalized six of the themes found in the first phase. Findings from multinomial logistic regression analyses found that maternal employment and child age moderated components of the model and ECE selection. Results also highlight the importance of culturally-bounded contexts of the ECE decision-making process of Latino immigrant families. Findings from each phase were compared through side-by-side analysis for convergence. Implications for future research, policy and the field are discussed. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

While recent scholarship has documented the long history of African American disenfranchisement leading up to mass incarceration, it has evaded a comprehensive investigation of Latino encounters with the U.S. criminal justice system by relying on a false dichotomy between black and Latino carceral experiences. The historical roots of Latino criminalization and punishment in the United States, dating back to the 1845 annexation of Texas, merit a study that both particularizes Latino experiences and problematizes essentialized racial categories. Thus, this dissertation charts the trajectories of Latino racial constructions as shaped by incarceration, revealing how prisons have defined and destabilized the boundaries of Latinidad. Furthermore, this project finds that these racializations have served as decisive factors in determining the incarcerability of Latinos, with mass incarceration and deportation acting as intertwined, complementary systems of control. Utilizing a wide range of sources including prison records, personal memoirs, political discourses, local newspapers, survey data, and imagery from street and prison culture, this study also highlights the conflict between the concept of race as a social construct and efforts to quantify racial disparities in U.S. institutions. The first chapter identifies the ways in which Latinos were perceived and recorded as racial others in registers from the nation’s flagship prisons between 1850 and 1950. The personal histories of Latinos in this early era and later in the twentieth century also capture the normalization of interactions with law enforcement and the routine of jailtime. To address the systemic complexities that have dictated Latino racial developments, in the next chapters, I introduce an analytical framework based on three different racial paradigms. Chapter Two deconstructs understandings of Latinos as perpetual foreigners paired with the notion of immigrants as criminals. Chapter Three explores Latino experiences with criminalized blackness due to African ancestry and shared socioeconomic disadvantage. Chapter Four examines Latino disenfranchisement founded on Amerindian heritage and the reappropriation of Indianism as a tool of resistance in response. Finally, the last chapter analyzes longitudinal survey data, finding nuances within the racial disparities typically cited in criminal justice reports, while unpacking the role of incarceration in Latino racial formations over time. / 2021-02-05T00:00:00Z

This thesis examines the various factors that influence how children in Latino/non-Latino white households are racially and ethnically identified. The question of multiracial/ethnic identity has come to prominence following the changes made to the U.S. Census questionnaire beginning with the 2000 survey which allows the option of more than one racial identifier. However, little research has focused a group which must still grapple with the complications of identification, namely Latino/non-Latino families. Latino identity is considered to be an ethnic identification rather than a racial identification, with ethnic identification still allowing only one option on the census survey. Thus, these families still must struggle with the decision as to how to identify their children. In this study, I use the 2005-2007 3-year sample of the American Community Survey to examine how various family dynamics and contextual factors can help to explain what drives the decisions of parents on how to racially and ethnically identify their children. Specifically, I use both multinomial logistic regression and multilevel binomial logistic regression to predict the outcome of the child either being identified as Latino (white or other) or non-Latino (white or other). These models incorporate characteristics of the Latino parent and the non-Latino parent as well as the ethnic composition of the area in which the family lives. The findings of this study indicate that certain characteristics of the Latino parent are most influential in determining how the child is identified. The language that the Latino parent speaks in the home, the nativity status of the Latino parent, and the ethnic origin group of the Latino parent are all important factors which influence the decision behind how to identify the children in the family. If the Latino parent speaks Spanish in the home, is Mexican in comparison to other Latino groups, and is U.S.-born, the child is more likely to be identified as Latino. However, influencing factors behind multiracial/ethnic identity go beyond the household. The percent Latino in the area in which the family lives also leads to a Latino identification for the child.

Latinos are one of the fastest growing ethnic minority group s in the United States, and their influence on natural resource allocation and management, especially in Texas to date, has been largely ignored. For this reason, the purpose of my study was to determine Texas Latinos' attitudes toward natural resources and the environment, while considering many cultural factors often lacking in previous studies. Texas Latino community college and university students (n = 635) were surveyed. The survey was derived from three commonly used indices, as well as an acculturation rating scale. Of the 12 independent variables tested (ethnicity, gender, age, religious preference, religiosity, combined parent's income, parent educational level, environmental identification, political affiliation, political candidate's position on environmental issues, number of grandparents born in the United States, and acculturation level), only 6 (gender, religiosity, political candidate's position on environmental issues, combined parent income, mother's education level, and generation) were important in predicting environmental concern (P < 0.05). However, within group comparisons, four variables appear to be important predictors of environmental concern: gender, political candidate's position on environmental issues, mother's education, and combined parent income. The results indicate that: women are more environmentally aware (1.5 x odds) than men; survey respondents who identified a political candidate's position on environmental issues as important had greater environmental concern (1.5-2.5 x odds) than those who did not; as parent combined income increased, environmental concern values also increased (2.0-3.0 x odds); and environmental concern values decreased with an increase in mother's education level (4.5-8.0 x odds). My findings suggest that demographic predictors of environmental attitudes for my sample are similar to those of other study findings. Results from my study benefit natural resource and environmental organizations in program development and implementation.

Latino males have one of the lowest college attainment rates among traditional college-aged students. Using a qualitative method, this study examined the experiences of Latino males at a South Central Texas Community College and a North Texas Community College. The proposed study utilized a qualitative design methodology, and a conceptual framework of Critical Theory as a lens to analyze the collected data. The study included, 1) Latino male student focus groups, 2) one-on-one administrator, faculty and staff interviews, 3) document analysis. The study answered two primary questions focusing on factors that influenced Latino males to attend and persist in community colleges. These firsthand accounts provided useful information for staff and community colleges interested in increasing the number of minority and Latino males in higher education. The study also attempts to advance discussion around the reality of the disappearing of Latino males in higher education. Using critical theory, this proposed research study explored relationships of factors that may involve inequities and power, and as Willis (2007), explains, a desirable aspect of critical research is to help those without power to acquire it. As such, data analysis is at the center of this study to understand factors associated to Latino male attendance and persistence at their community colleges. / text

This study focused on Latino undergraduate students majoring in science, and their decisions to access academic support programs. The purposes were to understand (1) factors that influence Latino students' career-related choices; choosing a science major and accessing resources in support of their academic careers; and (2) what role socializers play in those decisions. The informants were four Latino college students who chose science majors when admitted to a research university. Using a case-study interview approach, they were interviewed longitudinally over two years to understand the influences on their decisions. Data codes and themes were generated through interpretive analysis of interview transcripts, and results were evaluated against the Eccles' et al. (1983) expectancy-value model of career choices. Three categories were identified: decisions made prior to matriculation, decisions made in adjusting to the university environment, and continuing decisions to persist in the sciences. First, initial decisions as high school students were made within a web environment, through self-dialogue. Participants relied on web information in a non-interactive way to make decisions on their own. Parents, teachers, and peers merely validated decisions. Second, the process by which these students adjusted in their first year of college revealed differences among the participating students. Unlike the two male computer science majors, two female biology majors had a more difficult time participating in classes, being active about seeking help and contacting socializers, and managing their personal lives. This contrast continued on to their second year. Finally, the study yielded an iterative notion of decision-making about persistence in science. The two female biology majors having a hard time in their classes constantly revisited their initial choice of a science major. They accessed the web to get information necessary to find a solution and relay that to new socializers, such as advisers, mentoring program staff, and peers in college. Drawing from these findings, this study yielded a framework for discussing Latino science students' academic decision making. The importance of the web in initial decisions has digital equity implications, and indicates the importance of Internet outreach. Further, differences in the decision process imply a need for personalized support structures. / text

Th. 3e cycle--Paris 4, 1982.

Tese (doutorado)- Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2017. / Made available in DSpace on 2017-09-05T04:14:56Z (GMT). No. of bitstreams: 1 348104.pdf: 4560906 bytes, checksum: 10b7a60bbd20ddbacd154a2e4de9b0d8 (MD5) Previous issue date: 2017 / Esta tese lê as águas-fortes (crônicas) escritas no exterior ao longo dos anos de 1930-1941 pelo escritor argentino Roberto Arlt, como ?textos delirantes? que se comportam como ?relatos do exterior? / ?relatos do outro?. Fruto das buscas de espaços de construção do ?nacional? no início do século XX, tais questões propiciaram, paradoxalmente, a convocatória de diversos ambientes e tempos plurais, cujas proliferações, ressonâncias, arabescos, circulações abertas, conseguiram motivar, de modo diverso, uma crônica profundamente marcada pela biopolítica, a heterotopia e o delírio. Pensamos este último como metáfora crítica de uma resposta possível que viria a ?cobrir um vazio? promovido pela ausência de um nomos que daria conta desse ?ser nacional?, análogo à pátria, à lei, à língua, e que por muitos momentos (des)figura-se sob a forma da perda, ou seja, no âmbito da melancolia. Seguidamente, com esses e outros desvios, surge um contraponto, um jogo especular, uma tríade iniludível: Exterior-Buenos Aires-Interior. O imperativo tácito da construção da noção de exterior, os simulacros das (des)identificações costurados pelo paradoxal e potente conceito de extimidade (exterioridade íntima / intimidade exterior) nas crônicas escritas pelo autor de O brinquedo raivoso, fornece-nos não só um novo marco para problematizar seus textos, mas também um espaço decisivo para pensar o estatuto da ficção na construção do Outro.<br> / Resumen : Esta tesis lee las aguafuertes (crónicas) escritas en el exterior a lo largo de los años 1930-1941 por el escritor argentino Roberto Arlt, como ?textos delirantes? que se comportan como ?relatos del exterior? / ?relatos del otro?. Fruto de las búsquedas de espacios de construcción de lo ?nacional? a inicios del siglo XX, tales cuestiones propiciaron, paradójicamente, la convocatoria de diversos ambientes y tiempos plurales, cuyas proliferaciones, resonancias, arabescos, circulaciones abiertas, consiguieron motivar, de modo diverso, una crónica profundamente marcada por la biopolítica, la heterotopía y el delirio. Pensamos el delirio como metáfora crítica de una respuesta que vendría a cubrir un vacío promovido por la ausencia de un ?nomos? que daría cuenta de ese ?ser nacional? análogo a la patria, la lei, la lengua, y que por muchos momentos se (des)figura bajo la forma de la pérdida, es decir, en el ámbito de la melancolía. Asimismo, con esos y otros desvíos, surge un contrapunto, un juego especular, una tríada ineludible: Exterior-Buenos Aires-Interior. El imperativo tácito de construcción de la noción de exterior, los simulacros de las (des)identificaciones suturados por el paradójico y potente concepto de extimidad (exterioridad íntima / intimidad exterior), en las crónicas escritas por el autor de El juguete rabioso, nos ofrece no apenas un nuevo marco para problematizar sus textos, sino también un espacio decisivo para pensar el estatuto de la ficción en la construcción del Otro.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Literatura. / Made available in DSpace on 2012-10-18T06:04:51Z (GMT). No. of bitstreams: 1 185376.pdf: 260679 bytes, checksum: 4c04580d49af5817cee6c78313b390b0 (MD5) / Este trabalho aborda três aspectos dentro do romance Arráncame la vida, de Ángeles Mastretta: a maternidade desvinculada do estereótipo convencional - o de ser natural para mulher ser mãe; a morte, com o sentido de matar não somente o físico, mas a liberdade e a vontade de cada ser humano; e a escritura, vista de uma outra maneira, proveniente de mãos femininas.