The purpose of this study was to contribute to the literature on the educational outcomes and protective factors (i.e., support systems) in the lives of Latino immigrant youth, with a special emphasis on how these experiences relate to and are impacted by their migration experiences. Using the cultural-ecological theoretical framework and the Stages of Migration framework, this study utilized an existing data set to explore the relationships between migration stress, psychological distress, experiences of discrimination, and awareness of discrimination in relation to educational outcomes in a sample of 281 Latino immigrant youth. These relationships were then examined to see if they differed as a function of perceived support, gender, and school type (i.e., middle school versus high school). Structural equation modeling was utilized to test the hypothesized model that included migration stress, psychological distress, and education outcomes. The structural model showed very good fit. Results suggest that migration stress has a significant direct effect on psychological distress and on educational outcomes among Latino immigrant youth. Participants reporting high migration stress reported greater psychological distress and had poorer educational outcomes with respect to academic grades, educational aspirations, and educational expectations. Moderation testing indicated the structural model did not vary as a function of perceived support, gender, or school. Implications for research and practice are discussed.

The album Siembra (Fania 1978) by Rubén Blades and Willie Colón marked the arrival of Salsa consciente -- a strain of New York City Salsa inspired by the global youth revolution of 1968 and the cultural nationalism of the Afro-American Black Panthers and Puerto Rican Young Lords, which gave audible form to Latinidad -- the sociopolitical identity of Latinos in the U.S. and beyond. This dissertation analyzes the development of Salsa consciente as a musico-poetic movement that emerged in the mid 1970's and continued as a leading trend at least until 1991. This musical phenomenon expressed the ethnic consciousness of urban immigrants who came to feel that they all lived in una sola casa (one and the same house) or, in the same meta-barrio (urban meta-neighborhood or ghetto), a semiotically constructed abstract meeting space where Latino and Latin Americans interact through the lingua franca of politicized dance music. The style was catalyzed by performers such as Willie Colón, Ray Barretto, Cheo Feliciano, and Eddie Palmieri, following the intellectual lead of composers Rubén Blades and Catalino "Tite" Curet Alonso. The term consciente applied to Salsa evokes the idea of class consciousness in the Marxist sense (1971, cf. Lukacs' History and Class Consciousness) and/or an ethical conscience that rejects consumerist individualism in favor of social solidarity. The artists may have intentionally chosen ambiguity as a means of defying existing political labels. Spread through the media of vinyl records and commercial radio, Salsa consciente was rapidly embraced by communities of various national origins as the socio-musical signature of Latino ethnicity in New York and beyond (cf. Zea, 1986; Padilla 1989; Davila, 2002; Ramirez, 2002; Aparicio, 2003; Caminero-Santangelo, 2007). The genre and its context are documented here through fieldwork combined with textual and sonic analysis of representative tracks, which are linked for this purpose at www.salsaconsciente.wordpress.com.

Pan-americanismo versus Latino-americanismo. Origens de um debate na virada dos séculos XIX-XX O tema deste estudo é o surgimento do Pan-americanismo como expressão política da transformação dos Estados Unidos em potencia dominante no hemisfério ocidental no final do século XIX, e o desenvolvimento de seu oposto contraditório, o Latino-americanismo, que visa a unidade dos países da América Latina. Ambos campos reformulam as respectivas referências históricas do período que se seguiu à Independência. O Pan-americanismo está diretamente vinculado à política exterior norte-americana, e emerge paralelo a um aumento das contradições sociais em aquele país. O Latino-americanismo se desenvolveu em uma dialética de avanços e retrocessos, de maneira desigual nos diferentes países latinoamericanos. A partir da Guerra Hispano-americana de 1898, os Estados Unidos iniciaram um agressivo movimento expansionista no Caribe no contexto de sua projeção como potencia mundial. O conteúdo político do Latino-americanismo foi sendo definido ao ritmo da diferenciação social nas nações latino-americanas, até se carregar de sentido explicitamente antiimperialista. O programa da unidade da América Latina contra a dominação imperialista dos Estados Unidos estabeleceu-se como tarefa histórica para o continente. / Panamericanismo versus Latinoamericanismo. Orígenes de un debate en el pasaje de los siglos XIX-XX El tema de este estudio es el surgimiento del Panamericanismo como expresión política de la transformación de los Estados Unidos en potencia dominante en el hemisferio occidental a fines del siglo XIX, y el desarrollo de su opuesto contradictorio, el Latinoamericanismo, que apunta a la unidad de los países de América Latina. Ambos campos reformularon las respectivas referencias históricas del período posterior a la Independencia. El Panamericanismo está directamente vinculado a la política exterior norteamericana, y emerge paralelo a un aumento de las contradicciones sociales en aquel país. El Latinoamericanismo se desarrolló en una dialéctica de avances y retrocesos, de manera desigual en los diferentes países latinoamericanos. A partir de la Guerra Hispanoamericana de 1898, los Estados Unidos iniciaron un agresivo movimiento expansionista en el Caribe en el contexto de su proyección como potencia mundial. El contenido político del Latinoamericanismo fue siendo definido al ritmo de la diferenciación social en las naciones latinoamericanas, hasta cargarse de sentido explícitamente antiimperialista. El programa de la unidad de América Latina contra la dominación imperialista de los Estados Unidos se estableció como tarea histórica para el continente.

Este trabalho busca compreender a articulação do cinema moderno da América Latina com a literatura que lhe era contemporânea e a tradição letrada latino-americana na construção de um projeto nacional-continental. Para isto, recorre-se à análise de três filmes: Cabezas cortadas (Glauber Rocha, Brasil/Espanha, 1970), Una pelea cubana contra los demonios (Tomás Gutiérrez Alea, Cuba, 1971) e La nación clandestina (Jorge Sanjinés, Bolívia/Espanha, 1989). Cabezas cortadas apresenta múltiplas relações com a literatura: a afinidade com os \"romances de ditadores\" publicados na América Latina nos anos 1970; além disso, ao pretender-se uma apropriação \"borgeana\" de Shakespeare, o filme se situa, no panorama latino-americano, dentro de um amplo movimento de revisão da obra do bardo. Com Una pelea cubana contra los demonios Gutiérrez Alea adaptou estudo histórico homônimo de Fernando Ortiz, publicado em 1959. No filme observa-se um diálogo mais amplo com a obra de Ortiz, para além da pesquisa histórica que lhe serve de inspiração. Quanto a La nación clandestina e o desenvolvimento da obra de Sanjinés, estes podem ser compreendidos através de uma comparação com o chamado neo-indigenismo literário da região andina. Se, como afirmou Jean-Claude Bernardet, o cinema brasileiro encontrou temas e formas na literatura, a tese que aqui se apresenta é de que o mesmo pode ser afirmado com relação ao cinema moderno da América Latina em geral: os cineastas fundaram os alicerces para a criação de um \"cinema latino-americano\" nas letras, terreno em que uma consciência latino-americana mais se havia enraizado até então / This research seeks to understand how modern Latin American cinema articulates itself with the literature of the same period and with Latin America literary tradition in building a nationalcontinental project. To achieve this goal we have the analysis of three modern Latin-American movies and their links with literature. The films are Glauber Rocha\'s Cabezas cortadas (1970), Tomás Gutiérrez Alea\'s Una pelea cubana contra los demonios (1971) and Jorge Sanjinés\' La nación clandestina (1989). In the case of Cabezas cortadas, what interested me the most was the idea of analyzing the movie as something akin to the \"dictator novels\" that were published around the 1970s, same time as the movie was produced; also, by attempting to be a \"Borgean\" appropriation of Shakespeare the movie inserts itself in a broad revision of the playwright\'s work within the Latin American panorama, as it was produced at a time in which The Tempest was being revisited by Caribbean writers. With Una pelea cubana contra los demonios, Gutiérrez Alea has adapted Fernando Ortiz\'s historical investigation published in 1959. In the movie we see a broader dialogue with Ortiz\'s work, beyond the historical research that inspires it. As for La nación clandestina and the development of Sanjinés\' work, these may be understood from a comparison with the so-called literary neo-indigenism of the Andes region. If Brazilian cinema has found themes and forms in literature, as states Jean-Claude Bernardet, the present thesis states that the same may be said about modern Latin American film in general: the moviemakers have created in literature the foundation for a \"Latin American Cinema\", the field in which a Latin American consciousness had spread its roots the furthest at the time.

Submitted by Deise Lorena Araújo (deiselorena@uepb.edu.br) on 2016-08-22T19:30:14Z No. of bitstreams: 1 PDF - Lorena Gois de Lima Cavalcante.pdf: 935286 bytes, checksum: 283215d5805317639dcde7b256018d4b (MD5) / Approved for entry into archive by Irenilda Medeiros (nildamedeiros@uepb.edu.br) on 2016-09-02T14:27:43Z (GMT) No. of bitstreams: 1 PDF - Lorena Gois de Lima Cavalcante.pdf: 935286 bytes, checksum: 283215d5805317639dcde7b256018d4b (MD5) / Made available in DSpace on 2016-09-02T14:27:43Z (GMT). No. of bitstreams: 1 PDF - Lorena Gois de Lima Cavalcante.pdf: 935286 bytes, checksum: 283215d5805317639dcde7b256018d4b (MD5) Previous issue date: 2012-04-20 / Universidade Estadual da Paraíba / En la voz transgresora en Doña Bárbara y Viva o povo brasileiro fue desarrollada un análisis comparativo de los personajes Doña Bárbara y Maria da Fé, de las respectivas novelas – Doña Bárbara de Rómulo Gallegos y Viva o povo Brasileiro de João Ubaldo Ribeiro –, con el objetivo de analizar los perfiles femeninos de tales personajes, apuntando el papel transgresor de los mismos. Como ejemplo de ese último, se percibe en Maria da Fé una mujer virtuosa y en Doña Bárbara una mujer completamente arbitraria, mas ambas representantes de una nueva condición femenina en la ficción, aquélla en que la mujer aparece en el texto literario con una nueva mirada, ganando voz y espacio. Para eso, se buscó estudiar los elementos que los aproximan y, también, los que los distancian. Por ser obras de la literatura latinoamericana, fue necesario abordar cuestiones referentes a este universo literario, bien como, informaciones sobre los autores y sobre las obras estudiadas. Del referencial teórico usado para el trabajo, José Luis Martínez, Walter Mignolo, Antonio Cornejo Polar, Donald L. Shaw y otros críticos de la literatura latinoamericana fueron fundamentales para estudiar la historia de esta literatura que se desarrolla en la América Latina; además de Flávio Aguiar y Sandra Guardini, que discurren sobre el concepto de transculturación de Ángel Rama. Y para el análisis de las novelas y del estudio comparativo de los personajes fue de grande contribución para este trabajo las ideas de Doris Sommer, Maria Gabriela Costa y Rita Therezinha Schimidt. / Em A voz transgressora em Doña Bárbara e Viva o povo brasileiro foi desenvolvida uma análise comparativa das personagens Doña Bárbara e Maria da Fé, dos respectivos romances – Doña Bárbara de Rómulo Gallegos e Viva o povo Brasileiro de João Ubaldo Ribeiro –, com o objetivo de analisar os perfis femininos de tais personagens, apontando o papel transgressor das mesmas. Para isso, foram levantados os elementos que as aproximam e, também, os que as distanciam. Como exemplo desse último, percebe-se em Maria da Fé uma mulher virtuosa e em Doña Bárbara uma mulher completamente arbitrária, mas ambas representantes de uma nova condição feminina na ficção, aquela em que a mulher aparece no texto literário sob uma nova visão, ganhando voz e espaço. Por se tratarem de obras da literatura latinoamericana, foi necessário abordar questões referentes a este universo literário, bem como, informações sobre os autores e sobre as obras estudas. Do referencial teórico usado para a pesquisa, José Luis Martínez, Walter Mignolo, Antonio Cornejo Polar, Donald L. Shaw e outros críticos da literatura latinoamericana foram fundamentais para estudar a história desta literatura que se desenvolve na América Latina; além de Flávio Aguiar e Sandra Guardini, que discorrem sobre o conceito de transculturação de Ángel Rama. E para a análise dos romances e do estudo comparativo das personagens foi de grande contribuição para este trabalho as ideias de Doris Sommer, Maria Gabriela Costa e Rita Therezinha Schimidt.

This dissertation, presented in the form of a grant application, intends to deliver a technique for decreasing the pervasive achievement gap between White and Latino students. Specifically, the aim of the proposal is to identify and implement a school-embedded, family-centered intervention designed to address the local values and concerns of a southern Oregon Latino population. Latino students face unique acculturation stressors under the current U.S. system that create academic difficulties, place strain on familial relationships, and put students at greater risk for problem behavior. In addition, barriers in the U.S. school system present challenges for recently immigrated Latino parents to participate within the school. When embedded in schools, family-centered interventions addressing the needs of Latino students will strengthen the parent-child-teacher relationship and create support structures across family and school social systems to help decrease the achievement gap and produce positive academic and behavioral results. The research approach includes both qualitative and quantitative methods. Initially, a systematic process derived from a model of evidence-based practice will be used to determine a locally-appropriate family-centered intervention for implementation in an educational context with a southern Oregon Latino population. After the selection of an appropriate family-centered intervention, a pilot randomized control trial will be employed to gather data on preliminary outcome measures, including intervention feasibility, fidelity, and effects of the intervention on parents and students. Finally, project results will be disseminated to key stakeholders and funding options for larger efficacy studies will be explored. Three outcomes will result from this project: (1) identification and selection of a locally-appropriate, evidence-based, family-centered intervention for use in a southern Oregon educational context with the Latino population; (2) pilot research to determine the feasibility, implementation fidelity, and initial program effects on student and parenting outcomes; and (3) dissemination of project results and exploration of options for funding intervention efficacy research.

As the Hispanic population continues to grow in the United States, especially in the South, it is critical for healthcare workers to provide culturally competent care as required by certain laws. The Latina experience is of significant importance due to the role Latina mothers play in their families and communities. It is necessary to understand the perspective of this population and the experience of the Latina mother in regards to healthcare; specifically, how have language barriers hindered care, what perceptions of bias or discrimination have been encountered, and how do these factors influence their healthcare decisions and outcomes. Research has been conducted that identifies language and bias as barriers to access; however, further research is necessary to identify how these barriers influence a Latina mother’s perception of the healthcare system with an emphasis placed on East Tennessee. Therefore, it is critical for more studies to be conducted in order to identify what public health officials can change in order to provide equal access to this significant demographic.

The population of Latino/a individuals and students in the United States continues to rise (US Census Bureau, 2012). Moreover, Latino/a students have been shown to have increased concern for dropping out, and for not believing they can achieve positive career outcomes (Pew Hispanic Center Report, 2009). As a result of these concerns in this increasing population, it is important to further explore the career-related concerns, specifically supports and barriers, among Latino/a students. The present study utilized qualitative interviews as a means of gaining a greater understanding of how rural middle school Latino/a students perceive their futures, including supportive factors to their career development, as well as barriers that may impede them from achieving their career goals. The data were analyzed using Consensual Qualitative Research (Hill, 2012). Results indicate that while students perceived potential barriers in their future, they also believed that they would be able to pursue and achieve their desired futures, and were able to generate individuals and resources that could help them to do so. These findings contrast previous research regarding Latino/a career development, and also highlight the potential importance of career interventions for rural Latino/a youth.

The purpose of this study was to explore whether Latino parent perception of their involvement in their elementary child’s education affect their child’s behavior in the classroom. Previous research has demonstrated that parent involvement in education enhances the academic, socioemotional, and behavioral outcomes of children (Matingly et al., 2013). The current study utilized the qualitative method to examine Latino parent perception of school involvement and its relationship to child’s classroom behavior. Results from interviews were transcribed and analyzed. Findings of this study suggest that a relationship exists between parent perception of involvement in child’s education and child’s classroom behavior. Findings revealed three major themes: perception of parent involvement, communication and barriers. Results may bring awareness to the Latino community of how parent involvement can impact behavior and lead to mental health implications. Findings may influence social workers to change school policies, develop new programs and to refer them to adequate services.

With the growing presence of Latino families across the United States, service providers must remain cognizant of this group’s unique sociocultural characteristics. Culturally competent service provision requires child welfare professionals to remain aware of the stressors often faced by this population. Immigration and acculturation issues, language and cultural barriers, poverty, discrimination, fear of deportation, and lack of access to a variety of services are a few of the stressors that are commonly experienced by this group. Linguistically competent practice requires service provision to be in a families’ native language; however, there are many other factors to consider even when doing so. Cultural unfamiliarity, inadequate bi-lingual worker training in professional terminology, and issues with translators and interpreters are all factors to be considered. It was hypothesized that the relationships between clients and workers may depend on shared culture, that cultural differences due to different backgrounds and countries of origin may hinder working relationships. Through qualitative face to face interviews, this study gained insight into Spanish-speaking client and worker perspectives on their working relationships. The study aimed to understand the advantages and limitations to matching clients and workers solely on shared language. Findings suggest that cultural similarities or differences were not the primary relationship concerns for either workers or clients. Rather, both clients and workers expressed more salient concerns related to the lack of resources for translation and interpretation, the absence of worker Spanish-language training, clients’ limited willingness/ability to advocate for themselves, and increased workload and supervisory lack of support. It is recommended that supervisors take part in mandatory trainings aimed at managing such complex caseloads, that workers receive continuous Spanish language training in professional terminology as well as case management training tailored towards this specific population, and that a more uniform and informative approach is developed when working with these families. Although the present study attempts to address the knowledge gap involving client perspectives, additional research should focus on client experiences more heavily. Further research is also needed in assessing the adequacy of county-made language certification tests and worker perception of language competency while out in the field.