The overarching objective of this study is to examine the nexus of relationships that emerged between university students and Latino families paired through a university service-learning course. The relationships crossed socially constructed boundaries of ethnic groups, language, educational levels, and socioeconomic status, exploring the intersection of community service, scholarship, and teaching-and-learning. The research questions necessitated the use of qualitative research methods. The narrative attempts to capture the essence of the setting, the actors, and the resultant relationships by describing and examining the spontaneous relationships that occurred. The researcher spent 1½ years as an interpreter/participatory member in the Latino community prior to beginning the research study. She collected data collected for this case study over 2½ years, examining the backgrounds of the participants, their perspectives toward their partners, and the role of service-learning in the development of relationships between two disparate groups. She conducted 46 interviews with students and community members while collecting over 2500 reflection papers, 100 transformation papers, and 25 PowerPoint presentations from students. The participants developed relationships at different levels, some resulting in friendships that will probably continue for some time; others sharing respect and concern for each other only during the placement. A few unsuccessful partnerships had to be changed. Student and community voices presented an appreciation for the partner's language and culture. The data illustrated satisfying reciprocal relationships in which students and families emerged united in solidarity against a society they deemed unjust. This study seeks to provide information for educators considering service-learning programs, examining a course that provides opportunities for interaction between university students and community members. Through the participants' voices, the reader can explore the integration of academic learning with learning lived in the community. Finally, this study submits general proposals for the inclusion of service-learning programs in Foreign Language and Teacher Education programs as a means of nurturing paradigm shifts in student attitudes toward members of other cultures as well as paradigm shifts in the Latinos' attitudes toward their new culture, suggesting possible deeper societal transformation as the academy and the community become agents of change through service-learning in the Latino community. / Ph. D.

In recent years, Latinos in the U.S. have been significantly impacted by increasing deportation rates. This study aimed to explore the experiences of Latina women whose partners were deported and how women managed these events guided by the Double ABCX Model of Family Stress. Qualitative semi-structured interviews were administered to a community sample of 8 Latina women from the greater D.C. metropolitan area whose partners had been deported between 1 and 10 years ago. All women had at least one child under the age of 18 years living in the home at the time of the deportation. Data were analyzed using Thematic Analysis. Findings suggest that despite facing numerous stressors, women rely on various resources to overcome consequences resulting from their partner's deportation including religious resources, family and friends, and social service agencies. Positive and negative perceptions of the detention and deportation process emerged in the analysis. Women also engaged in various coping strategies to manage their experiences. While overall adaptation levels varied among participants, all participants reported positive and negative outcomes in the post-deportation period. Implications for clinical practice and intervention are discussed. Researchers also make recommendations for future research. / Master of Science

<p dir="ltr">Mentorship between faculty members and graduate students is critical for students’ success, especially when it includes career and psychosocial support (Byars-Winston & Lund Dahlberg, 2019; Crisp & Cruz, 2009; Paglis et al., 2006). When mentors offer both types of support, mentees benefit in professional and personal ways (Gardiner et al., 2007; Johnson, 2007). Mentoring occurs through the communication messages that mentors transmit to mentees, but research on mentoring has failed to explore faculty mentor messages (Buell, 2004).</p><p dir="ltr">This study aimed to analyze mentor messages from the perspective of Latino graduate alumni from Science, Technology, Engineering, Mathematics, and Medicine (STEMM) programs, a continuously growing group in graduate programs (Solinas-Saunders et al., 2023). To study these messages, this study utilized the theory of memorable messages (ToMM) (Cooke-Jackson & Rubinsky, 2022; Knapp et al., 1981). This study aimed to not only identify what memorable messages mentors communicate to students but also the potential impacts of these messages. This study was also concerned with identifying whether mentor memorable messages also support students’ development of resilience. According to the communication theory of resilience (CTR), resilience may be supported through five communication processes (Buzzanell, 2010).</p><p dir="ltr">Thematic analysis of 40 semi-structured interviews with Latino alumni with degrees from various STEMM disciplines revealed four types of memorable messages, positive and negative, from primary faculty mentors. These messages ranged from short verbal messages to longer conversations and included non-verbal communication such as memorable behaviors. Participants recalled messages of invalidation and validation of their academic, interpersonal, and cultural identities. Messages of career and life advice were also recalled. Lastly, messages of mentor red flags were remembered and focused on three specific red flags: manipulative behaviors based on power, emotional manipulation, and unprofessional behaviors.</p><p dir="ltr">This study showed that negative messages were more easily recalled, nearly word for word, than positive messages, and the impact of these messages had a deep lasting effect on students’ sense of self-worth. Positive messages, however few, had the ability to counter negative messages even in mentoring relationships that were nearly completely negative. Regarding resilience, all five communication processes of resilience from CTR were exemplified in the data. The data showed that there were very few examples of negative messages that spurred resilience and that many participants learned from memorable messages to develop emotional resilience, particularly those in mostly negative mentoring relationships.</p><p dir="ltr">These findings expand existing mentoring literature by illustrating how faculty mentor messages can either facilitate or impede graduate students’ development in STEMM. They also support ToMM’s suggestion that memorable messages can be nonverbal and include behaviors. This data also extends how certain memorable messages may serve as a catalyst for developing emotional resilience. Finally, recommendations are offered for faculty for more intentional communication with graduate students that may result in supportive memorable messages.</p>

Cette thèse porte sur les nouveaux réseaux d’incorporation politique et sur la mobilisation politique des jeunes immigrés irréguliers de la région de New York et du New Jersey. Son objectif est d’évaluer si les politiques qui ouvrent ou ferment l’accès de ces jeunes aux frais d’inscription à l'université appliqués aux résidents de l'État sont associés à différents niveaux d’appartenance et à différents styles d’organisations politiques. La recherche s’appuie sur les théories relatives à l’incorporation politique et sur un modèle de mobilisation collective lié aux ressources disponibles. Elle emprunte aussi aux théories sur la formulation des politiques publiques qui mettent en lumière le rôle de l’image publique associée à la réforme de l’immigration. L'étude de terrain menée dans l'État de New York et dans le New Jersey permet d’analyser un niveau important de gouvernance qui fait souvent défaut dans le débat sur la réforme de l’immigration. L'approche méthodologique est mixte, combinant des données quantitatives tirées d’une enquête en ligne et des données qualitatives recueillies au cours de soixante entretiens. Les résultats indiquent que les jeunes irréguliers se mobilisent davantage dans les États où la loi crée un contexte de réception plus contraignant et où la coalition de soutien est encore en formation. Les politiques publiques des États influent également sur les ressources nécessaires à la participation politique et civique des jeunes immigrés. Cette thèse souligne l’importance du lieu de résidence dans l’incorporation politique des immigrés aux États-Unis, ainsi que la manière dont l’image associée aux politiques publiques encourage ou dissuade l’engagement politique. Ses résultats aideront le législateur à mieux comprendre les contextes de réception que les politiques publiques créent pour les jeunes immigrés. / This dissertation focuses on new paths of immigrant incorporation and on the political mobilization of undocumented youths in the New York-New Jersey area. The goal of this investigation is to assess whether contrasting state laws that either open or restrict eligibility for in-state tuition are associated with different levels of belonging and different styles of organizing among immigrant youths. This research draws from theories on political incorporation and a resource mobilization model of collective action. It also builds on theories of policy design highlighting the role of policy images in immigration reform. The contrasting cases of state-level policy in New York and New Jersey provide for an investigation into an important level of government that has largely been missing from the debate on comprehensive immigration reform. The dissertation relies on an innovative mixed-methods approach, collecting both quantitative data from a survey and qualitative data from sixty in-depth interviews. Results indicate that undocumented youths tend to become mobilized in states which provide more restrictive contexts of reception, and where the coalition of support is still being recruited. However, state laws affecting access to college do shape the availability of political and civic resources for immigrant youths. This dissertation highlights the importance of place in immigrants’ paths of incorporation into the United States, as well as the role of policy narratives in fostering or deterring political engagement. The results will help policymakers better understand the contexts of reception which public policies create for young immigrants.

O objetivo central deste trabalho é produzir uma análise em perspectiva comparada sobre o marco regulatório que regulamentou a educação étnicoracial no Brasil e na Colômbia através da Lei Nº 10.639/03 e do Decreto Nº 1.122/98, respectivamente. A hipótese à qual o trabalho está vinculado envolve a problematização da implementação das ações pedagógicas que garantam o cumprimento dos conteúdos inseridos nos textos normativos na realidade concreta. A metodologia utilizada envolveu a revisão bibliográfica sobre autores que refletem as relações étnico-raciais em ambos os países, assim como a realização de uma pesquisa empírica com ativistas da sociedade civil, educadores e gestores escolares em Bogotá, São Paulo e na comunidade de San Basilio de Palenque. Nessa pesquisa, foram realizadas entrevistas a partir de questionários estruturados com perguntas fechadas e abertas. Em relação à revisão bibliográfica, o trabalho discute os valores e marcas do colonialismo nas sociedades brasileira e colombiana, desde a colonização, assim como a resistência dos africanos e seus descendentes no processo histórico. Destaca-se ainda a estruturação do movimento social negro brasileiro e do movimento afrocolombiano nas últimas décadas do século XX para a institucionalização de políticas públicas e ações afirmativas, como a educação étnico-racial. Entre os desafios desses movimentos está o questionamento da ideologia da mestiçagem na Colômbia e do mito da democracia racial no Brasil, que escondem a reprodução das desigualdades seculares, tanto na esfera privada, como no acesso aos direitos sociais. Dessa maneira, os elementos recolhidos na pesquisa empírica demonstram que a legislação não está sendo efetivamente cumprida nas unidades escolares, em nenhum dos dois países. Por essa razão, o trabalho apresenta uma proposta concreta de articulação de indicadores para o monitoramento e avaliação das ações pedagógicas desenvolvidas. O Índice MANDELA Monitoramento das Ações Nacionais para o Desenvolvimento da Educação e Legislação Antirracista tem como objetivo principal aumentar a transparência e o controle social das ações executadas pelas unidades escolares e pelas redes de ensino. / El objetivo central de este trabajo es producir un análisis en perspectiva comparada sobre el marco regulatorio que reguló la educación étnico-racial en Brasil y Colombia a través de la Ley Nº 10.639/03 y del Decreto Nº 1.122/98, respectivamente. La hipótesis a la cual el trabajo está vinculado involucra la problematización de la implementación de las acciones pedagógicas que garanticen el cumplimiento de los contenidos insertados en los textos normativos en la realidad concreta. La metodología utilizada implicó la revisión bibliográfica sobre autores que reflejan las relaciones étnico-raciales en ambos países, así como la realización de una investigación empírica con activistas de la sociedad civil, educadores y gestores escolares en Bogotá, São Paulo y en la comunidad de San Basilio de Palenque. En esta investigación se realizaron entrevistas a partir de cuestionarios estructurados con preguntas cerradas y abiertas. En cuanto a la revisión bibliográfica, el trabajo discute los valores y marcas del colonialismo en las sociedades brasileña y colombiana, desde la colonización, pero refleja la resistencia producida por los africanos y sus descendientes en el proceso histórico. Se destaca la estructuración del movimiento social negro brasileño y del movimiento afrocolombiano en las últimas décadas del siglo XX para la institucionalización de políticas públicas y acciones afirmativas, como la educación étnico-racial. Entre los desafíos de estos movimientos está el cuestionamiento de la ideología del mestizaje en Colombia y del mito de la democracia racial en Brasil, que esconden la reproducción de las desigualdades seculares, tanto en la esfera privada, como en el acceso a los derechos sociales. De esta manera, los elementos recogidos en la investigación empírica demuestran que la legislación no está siendo efectivamente cumplida en las unidades escolares. Por esta razón, el trabajo presenta una propuesta concreta de articulación de indicadores para el monitoreo y evaluación de las acciones pedagógicas desarrolladas. El Índice MANDELA - Monitoreo de las Acciones Nacionales para el Desarrollo de la Educación y Legislación Antirracista tiene como objetivo principal aumentar la transparencia y el control social de las acciones ejecutadas por las unidades escolares y por las redes de enseñanza.

Curricula throughout the country, specifically in the School District of Hillsborough County (SDHC), do not encompass diverse subject matter as it relates to Latino/a students. The primary argument posed in this thesis is that consistent engagement to Latino/a writings in the English language arts classroom can be a positive force that contributes to an increased rate of retention of Latino/a youths in high school and a higher percentage of Latino/a high school graduates. This Latino/a literature can be in the form of supplementary reading material that teachers will have access to that will include Latino/a literature from various authors that represent the full spectrum of what the Latino/a experience is and how it is an integral part of the American kaleidoscope of literature. This thesis examines how culture-based education, currently used with American Indians, Alaskan Natives and Native Hawaiians, directly correlates to Latinos/as in regards to culture, learning methodology and academic achievement. Included is a full unit plan and a literature guide for teachers to use that includes a plethora of Latino/a literature divided by specific country of origin of author(s) as well as genre.

Submitted by ANA KARLA PEREIRA RODRIGUES (anakarla_@hotmail.com) on 2017-09-08T12:22:35Z No. of bitstreams: 1 QUADRADOS LATINOS E QUADRADOS MÁGICOS UMA PROPOSTA DIDÁTICA.pdf: 24072473 bytes, checksum: 1d47842f904bd89accec69224c2a3c26 (MD5) / Approved for entry into archive by Fernando Souza (fernandoafsou@gmail.com) on 2017-09-08T13:27:24Z (GMT) No. of bitstreams: 1 QUADRADOS LATINOS E QUADRADOS MÁGICOS UMA PROPOSTA DIDÁTICA.pdf: 24072473 bytes, checksum: 1d47842f904bd89accec69224c2a3c26 (MD5) / Made available in DSpace on 2017-09-08T13:27:24Z (GMT). No. of bitstreams: 1 QUADRADOS LATINOS E QUADRADOS MÁGICOS UMA PROPOSTA DIDÁTICA.pdf: 24072473 bytes, checksum: 1d47842f904bd89accec69224c2a3c26 (MD5) Previous issue date: 2017-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this work we study the Latin Squares and the Magic Squares. We explore the mathematical teory and, above all, we study the link between theses objects. We bring the necessary information to support the teacher in the usage of Latin Squares and Magic Squares as content. Our goal is to discuss the usage of games and challenges like didatic tools, and to find a proposal to applicate him in the classroom. / Neste trabalho fizemos uma pesquisa bibliográfica sobre os Quadrados Latinos e os Quadrados Magicos. Mostramos a teoria matematica envolvida e, sobretudo, estudamos a ligação entre esses objetos. Trouxemos as informações necessárias para subsidiar o professor a usar Quadrados Mágicos e Quadrados Latinos como con- teúdos. Nosso objetivo é discutir o uso de jogos e passatempos como ferramenta didática e chegar a uma proposta para utilização desses objetos em sala de aula.

Un bilinguisme sociétal se développe actuellement aux États-Unis, surtout dans certains états comme la Californie. Or, à l’heure actuelle, les politiques linguistiques, dans le domaine scolaire par exemple, sont tout particulièrement hostiles au bilinguisme. Les programmes d’enseignement bilingue, réduits depuis l’approbation de la proposition 227 en 1998, n’expliquent pas à eux seuls le maintien intergénérationnel de la langue espagnole en Californie. Les flux migratoires, le poids des médias hispanophones y contribuent, ainsi que d’autres facteurs sociohistoriques, socioéconomiques et socioculturels. Ces facteurs expliquent le maintien de la langue espagnole dans le pays, une langue historique dans le sud-ouest, et tout particulièrement son maintien intergénérationnel puisqu’un pourcentage relativement important de la troisième génération est bilingue. / Nowadays, social bilingualism is growing in the United States, and more in some states like California. But linguistic policies, school policies for example, are really hostiles to bilingualism. Bilingual ed programs, in part suppressed since proposition 227 approval in 1998, can’t by themselves explain intergenerational Spanish language maintenance in California. Migratory flows, the presence of Spanish speaking medias contribute to it, and also others sociohistoric, sociocultural, socioeconomic factors. This factors may contribute to explain Spanish language maintenance in the country, an indigenous language in the southwest, and more particularly the intergenerational maintenance of Spanish language since a relatively important percentage of the third generation is still bilingual.

<p>  </p> <p>This project is at the intersections of the anthropology of care, aging and food. The research is conducted in San Francisco among aging Latinos and explores their care relationships. I examine how people define and negotiate what is considered “good” care and “good” food in a society with a prevailing “successful aging” paradigm. The project examines how care is complex and multifaceted and demonstrates how food can be used as a socio-material lens to study care. Food is a part of daily life that is laden with moral, social and political meaning which makes it ideal for studying care interactions. The research takes place in various community settings in San Francisco’s Mission District. These community settings include a local senior center and its food program, the homes of older people and other spaces of significance to the participants (e.g., grocery stores, restaurants, and other neighborhood places). Multiple ethnographic methods such as participant observation, interviews and neighborhood walks were used to collect data. By examining care relationships, I found that caregivers had differing and competing ideas of morality in everyday care and what is “good” for older adults. Studying paradoxes of care and understanding how these tensions and contradictions play out is a crucial component of understanding care as a moral enterprise. Key findings show that many people are not recognized as “caregivers” yet are providing important forms of care that sustain their families and communities. Additionally, studying “rule breaking” that seniors and others engaged in shed light on multiple interpretations of “good” aging care and food. Finally, in a neighborhood that has undergone so much transformation, many older adults saw the changes in the Mission as generally favorable, although those same shifts make the neighborhood relatively unwelcoming to seniors. This research broadens our understanding of “caregiving” by emphasizing the diverse forms of care that people provide throughout the life course.</p>

The size of the Mexican-origin population in the United States means that its health patterns have important implications for the country’s overall population health. Understanding how this population is woven into the country’s complex social patterning of health is critical to understanding current social disparities in health. Drawing on a health disparities perspective and nationally representative datasets, this dissertation addresses key gaps in the social demographic literature on the health of the Mexican-origin population through three empirical chapters that examine how multiple measures of cardiovascular health are distributed across diverse social status and temporal configurations. I first examine how the obesity epidemic has unfolded across multiple temporal (age, period, and cohort) and social dimensions (gender, nativity, and race) for the Mexican-origin population. I find that period rather than cohort forces have shaped the rise in obesity among the Mexican-origin population. Furthermore, the pronounced group differences in obesity prevalence have remained stable across periods and cohorts, with the exception of a growing nativity gap among Mexican-origin women, among whom obesity has increased faster for U.S.-born individuals compared with foreign-born individuals. I next address the intersection of two additional temporal and social determinants of health: duration of residence in the United States and educational attainment. Building on research documenting a weak relationship between education and health for Mexican immigrants, I assess whether duration of U.S. residence strengthens this association. The patterns vary by outcome, but generally indicate that negative education gradients in health are more pronounced for long-term Mexican immigrants than for recent Mexican immigrants and that the education gradients of long-term Mexican immigrants resemble those of U.S.-born Whites. I then engage the literature linking acculturation to poor health among Mexican immigrants. Acculturation models of immigrant health have come under critique for ignoring the structural determinants of health. I engage in this debate by using segmented assimilation theory—which emphasizes the role of structural factors—to examine whether education conditions the association between acculturation and health. I find support for the idea that the detrimental influence of acculturation on cardiovascular health is concentrated among Mexican immigrant adults with low levels of education. / text