Relationships or connections with caring pro-social others (e.g., parents, teachers, school, friends, neighborhood, religion) serve as pro-resilience assets that may enhance children's abilities to cope with bullying. The purpose of this research study was to explore the roles of connectedness and religiosity as potential factors that could enhance resiliency against bullying among preadolescents in Puerto Rico (PR). This doctoral dissertation also addressed several gaps in the children's bullying, resilience and religiosity research literature. A sample of 426 community-based afterschool program preadolescents (ages 10-12 years old) participated in this exploratory, cross-sectional study, by completing a quantitative questionnaire in paper and pencil format. Data was analyzed overall, by location (i.e., San Juan Metropolitan Area (SJ Metro), Other Municipalities within PR), gender, age, and church attendance. Twenty percent of all participants were victimized by bullying at least 2-3 times per month. On the other hand, 5% of participants said they had been a bully 2-3 times per month. The most frequent type of bullying perpetration and victimization reported was verbal. Participants reported the highest levels of connectedness to school and the community, followed by connectedness to parents, teachers, mothers, religion, fathers, and friends. Most participants (71%) said they attended church regularly, but only 35% did so every week. Statistically significant differences were found by location, gender, age and church attendance. Connectedness and religiosity were correlated significantly to the participants' involvement in bullying at different roles. Surprisingly, having strong prosocial connections do not appear to have a reduction impact on participants' bullying victimization. Connectedness overall, to mothers, teachers and school was positively and significantly correlated to victimization, whereas connectedness to school was negatively correlated to perpetration. Bully-victimization was negatively correlated to connectedness overall, to parents, mothers, friends, teachers, and school. Multiple linear regression analyses found that higher levels in connectedness to mother and connectedness to the community accounted for a 60% decrease and a 45% increase, respectively, in bullying perpetration among non-church attending participants. In terms of religiosity, analyses distinguished between participants' engagement in private and public religiosity practices. Private religiosity was negatively correlated to being a bullying perpetrator, and positively correlated to being a bystander. Public religiosity was positively correlated to bullying victimization. The self-report of religiosity did not affect the odds of being a perpetrator, victim or bully-victim. Specifically among SJ Metro participants, the self-report of private religiosity or the combination of both private and public religiosity reduced the odds of being a bystander. Multiple linear regression analyses found that among non-church attending participants, a 1-unit change in public religiosity acccounted for a 62% increase in bullying perpetration. While the religiosity-related findings from this study's correlation analyses were consistent with the literature, regression analyses' findings were unexpected and warrant additional research. This study goes beyond solely school-based approaches to bullying research and prevention, by utilizing a non-school sample of low-income preadolescents who attend afterschool programs at local community-based organizations. Furthermore, its focus on a younger age group (i.e., preadolescents) is consistent with the resiliency literature and the need to enhance resilience factors earlier in childhood. Findings also consider the multiplicity of actors involved in bullying (i.e., perpetrators, victims, bully/victims, or bystanders), and distinguishes between direct and indirect types of bullying. Consistent with recommendations from previous research, a socio-ecological approach was followed to explore the role of connectedness to others at the individual, family, school, peer, religious and community levels, as well as the role of religiosity as an external asset to enhance resilience in preadolescents. This exploratory study contributes to our understanding of bullying among PR preadolescents, and serve to inform the development of prevention programs, strategies and policies at the school and community level. Research on bullying in PR is limited, making it increasingly challenging for PR schools, community- and faith-based organizations to collaborate in multilevel interventions that specifically address the needs of PR's children.

This report is an analysis of Salvador Plascencia’s first novel, The People of Paper, with relationships to current understandings of lesbian genres from queer theory, the body from disability theory, and race in relation to the characters’ migrations/transgressions across physical and figurative boundaries from Mexico to the United States. Key thinkers who have influenced my reading of the novel include Gloria Anzaldúa whose text, Borderlands/La Frontera, portrays the intersections of a multiplicity of identities across gender, sexuality, ability, nationhood, race, and ethnicity. The thinking of Chicana lesbian scholar, Catrióna Rueda Esquibel; queer scholar, Alexander Doty; and disability scholars, Rosemarie Garland Thomson and Tobin Siebers, are also integral to the report as I explore the intersections of sexuality, disability, and diaspora of key figures like the “retarded” prophet, Baby Nostradamus, and the women of paper, Merced de Papel and Liz. These figures are explored in relation to each other as well as to the readers, critic, and author as the novel is a metafictional one that lends itself to the blurring of genre boundaries. Further, as I analyze these corporeal intersections, I focus on the lesbian trope of forked tongues as a trope of queer disability as it relates to the markedly “Other” body of Merced de Papel and the lesbian triangle she forms with Little Merced and Merced as well as to the formation of a queer disability community. / text

This study contributes to the existing knowledge about the history of Hispanic-Serving Institution (HSI) legislation passed into law by the 102nd United States Congress by investigating how individuals and organizations in support of Hispanic higher education worked within and outside the federal political process between 1979 and 1992. By drawing from theoretical frameworks rooted in the historical and policy analysis fields, this study utilizes historiographical methods to situate the HSI policy formation period within the larger social and political context of the time. The Advocacy Coalition Framework and Policy Entrepreneurship theory serve as policymaking models that deepen the understanding of the efforts of Hispanic higher education proponents during this policy formation period. / text

For the past 30 years, researchers in the field of Second Language Acquisition (Block, 2007; Lantolf and Pavlenko, 2001; Norton, 2000) have emphasized the need to integrate the language learner and the language learning context and to analyze relations of power and how they affect the language learner, the language learning processes, and the learner’s identities. Several researchers (Lantolf & Pavlenko, 2001; McKay & Wong, 1996; Skilton-Silverstein, 2002; Vitanova, 2005) have studied the connections between language learning, identity, and agency. The participants in these studies were immigrants from Eastern Europe, Asia, or Africa living in the U.S., Canada, and Australia. Few studies (Menard-Warwick, 2004, 2009) have analyzed the experiences of adult Hispanic immigrants in the U.S. in relation to English learning and identity construction. This dissertation reports on a study exploring how five adult Hispanic immigrants learning English in a major city in Texas negotiated their identities as English speakers and exercised agency in contexts where English was spoken. The study also analyzed the learners’ investment in learning English. The sociocultural theory of self and identity developed by Holland, Lachicotte, Skinner, and Cain (1998) was the framework which helped conceptualize identity and agency. The work of Norton (2000) on language learning and identity and her notion of investment were used to understand the participants’ experiences learning and using English inside and outside the ESL classroom. A qualitative multiple-case study was conducted to understand the experiences of the participants who were learning English in a community-based ESL program, where the researcher became a participant observer during the six months of data collection. The findings of the study show the complex identity negotiations that the participants underwent in the different contexts where they interacted in English. Social class, immigrant status, and other social factors, such as lack of access to English-speaking contexts, high prevalence of Spanish in contexts where the participants interacted daily, and positioning of the participants (by others and by themselves) as limited English speakers strongly influenced how they negotiated their identities as English speakers. Despite these social factors, the participants exercised agency and were highly invested in learning English. / text

This dissertation examines the educational journey of a Chicano educator; from his early experiences with colonization while growing up in the Rio Grande Valley of south Texas to his role as a lecturer in a First Year Experience course at a Hispanic Serving Institution (HSI) along the U.S. - Mexico border. Ultimately asking the question, "what is his role as a Chicano educator?" and can the once colonized decolonize his own classroom? / text

This study explored the relationship between perceived racism and stress symptoms in a sample of Latina/o women and men. One hundred and fifty-one female and male Latina/o college students participated in this study. Resting blood pressure, weight, and height measurements were taken after which participants completed 6 questionnaires measuring experience of perceived racism, coping strategies, neuroticism, negative affectivity, symptoms of distress, and perceived stress. Questionnaires employed included the Perceived Racism Scale for Latinos (PRSL), the Coping Inventory for Stressful Situations (CISS), the Neuroticism subscale of the NEO PI-R, the Positive and Negative Affect Schedule (PANAS), the Hopkins Symptoms Checklist-21 (HSCL-21), and the Perceived Stress Scale (PSS). It was hypothesized that neuroticism, negative affectivity, and emotion-focused coping would be positively correlated with self-reports of perceived racism while avoidance coping would be negatively correlated with perceived racism. Perceived racism was hypothesized to predict increased blood pressure, symptoms of distress, and perceived stress. Other predictors included in these regression models included, task-focused, emotion-focused, and avoidant coping strategies, neuroticism, negative affectivity, Body Mass Index, age, and gender. Emotion-focused coping, task-focused coping, and BMI were positively correlated with increased self-reports of perceived racism. Hypotheses that perceived racism would significantly predict increased blood pressure, symptoms of distress, and perceived stress were not supported. Notably, perceived racism significantly predicted frequency of visits to a physician over the past two months after controlling for variance associated with neuroticism, negative affectivity, coping strategies, BMI, age, and gender. Avoidant coping negatively predicted both systolic and diastolic blood pressure, while neuroticism negatively predicted diastolic blood pressure. Argument is presented to suggest that items measuring social support rather than maladaptive avoidant coping are responsible for the significant prediction of blood pressure from avoidance coping. BMI also predicted higher systolic and diastolic blood pressure. Male gender was predictive of higher systolic blood pressure while age predicted higher diastolic blood pressure. Neuroticism and negative affectivity were predictive of symptoms of distress. Perceived stress was predicted by emotion-focused coping, neuroticism, negative affectivity, and BMI. Potential explanations for these results are offered as well as implications and suggestions for future research. / text

This thesis began as an audience exploration into early adopters of “podcasting” technology through the journalistic radio program Latino USA, distributed by National Public Radio. An explosion in the use of this new media has changed the way radio networks distribute programming, yet little communications research has been done about the audience. This examination documents how podcast audiences are significantly younger and are both substituting and supplementing traditional media. The study also determined that iPod users are significantly more likely to abandon CDs, listen to less radio, and watch less television as the industry converts from 20th Century analog to 21st Century digital technology. Qualitatively speaking, the podcast audience is highly regarded, but quantitatively small. Despite producer expectations that podcasting is the digital mass media of the future, the data shows audiences to have interpersonal connections to podcasting. As such podcasting remains niche programming and not a true mass medium. / text

Elliot and McGregor’s (2001) 2x2 model of achievement motivation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance) was used among 143 Latino adolescents to examine how achievement motivation relates to demographic factors (immigration age, gender, grade), perception of academic climate, and academic outcomes and how these associations change over time. Girls reported higher levels of mastery-avoidance achievement motivation and 8th graders reported a greater increase in mastery-approach achievement motivation over time. Perception of a task-focused academic climate moderated the association between mastery-approach achievement motivation and teacher-rated academic outcomes. The findings suggest 1) that Latino adolescents’ gender and grade level relate significantly to their achievement motivation 2) that perception of a task-performance focused academic climate plays an important role in their academic achievement.

This dissertation is a qualitative case study of a program where binational program established by the University of Texas to lower the Hispanic high school dropout rate in the United States. The Language Learners at the University of Texas at Austin Center for Hispanic Achievement (LUCHA) program is the focus of this dissertation. The LUCHA program serves immigrant Hispanic students who account for 34% of the 45% Hispanic dropout rate reported by NCES. The theoretical framework employed included the theories of cultural and social capital and the theory of caring to answer the following questions: 1) What challenges had to be met in order to initiate and develop the LUCHA program, a binational education program to combat the high dropout rate among Latino immigrants?, and 2) What can be learned from the implementation and practice of the LUCHA program in school districts with almost identical, homogenous population, and different levels of success with the program. Data was collected in Mexico and the United States and included participants involved in the program at different levels ranging form political involvement in Mexico to immigrant students in South Texas Valley school districts where the program started operations in 2006. The researcher was a participant in this study. The innovative ideas developed and instituted to reduce the Hispanic dropout rate included equipping schools with essential/core and English as a Second Language courses produced in Mexico, validating prior high school credits students had from Mexico through a transcript analysis service, obtaining Mexican transcripts for immigrant students who could not deliver them to schools, and diagnostic tests produced in Mexico for immigrant students with interrupted schooling. These services and their delivery were modified and adapted to meet the changing needs and graduation requirements of students and the educational bureaucracy in the U.S. This study brings to light the skills sets, assumptions, and characteristics of people needed to create binational agreements of cooperation. This research suggests that the perception of caring (Noddings, 1984) of educational agents in schools and school districts influences the level of success of the program in schools with almost identical populations. / text

The goal of this study was to develop a nuanced understanding of the first-year experience of Latino males attending a predominantly White public flagship institution of higher education. Specifically, the study sought to examine the relationship between their ability to draw upon and use various forms of social capital, and their persistence to the second year of college. Qualitative data were collected at the conclusion of the students’ first year and at the beginning of their second year of college and the study was guided by social capital theory. Results indicate students gained access to an elite institution of higher education and persisted to the second year through application of their strong academic ganas, rich familial wealth, and through the essential support of key high-volume institutional agents. Students engaged in a strategic and deliberative transition process during the first year that was customized to fit their personal needs and life experiences. Students engaged in discerning, tactical and selective friendship creation and management during the first year, and treated this exercise as a long-term investment in their success. Finally, academic support programs facilitated transition and served as vital sources of support and resilience during the first year of college. Research findings will be of interest to researchers, policymakers, administrators and practitioners who aspire to improve the college completion rates of their Latino undergraduate populations. / text