Using an exploratory case study approach, this study examined the school leadership factors that contribute to building Latinx student social capital as well as the best practices for creating a more equitable AP program. Through this qualitative study, the organizational and leadership factors of the AP program at Stripes High School (pseudonym) were examined, and how these factors contributed toward closing the opportunity gap. This study used semi-structured interviews with district and campus leaders and an AP teachers focus group to determine leadership beliefs and actions that were successful in building an accessible and equitable advanced academics program for Latinx students, as well as an AP student focus group to triangulate the findings. The results of this study showed Latinx students, already lacking social capital, also face many barriers of different forms: systemic, structural and cultural in their educational opportunities for AP courses and exams. The case study campus overcame these barriers and increased equity by allowing Latinx students more access to AP courses and exams through district- and campus-level administrators working to remove barriers and hire and support the most capable and socially aware AP teachers who aim to grow and nurture the students who they serve. Based on the results from this study, there are two major recommendations for school leaders to consider in their effort to close the opportunity gap for Latinx students in AP coursework. These recommendations include offering open access to all students and hiring and training teachers who understand and value equity. While this study uncovered many factors at Stripes HS that collectively served to provide an equitable AP program for Latinx students, these recommendations were the highest leverage ones.

<p>We all embody various intersecting visible and non-visible social identities. Those intersecting identities can place some individuals at the margins or borderlands of their other identities, causing dissonance and perhaps threatening their sense of belonging to a community. Compounding potential identity dissonances, a learner finding their fit in engineering will likely face engineering attributes such as meritocracy, heteronormativity, and a climate that prioritizes technical feats and dismisses social phenomena as outside the scope of engineering. These interactions can negatively impact their belonging, persistence, and degree</p> <p>completion.</p> <p><br></p> <p>However, completing an arduous engineering degree at the intersection of multiple minoritized identities is feasible. In my dissertation, I use three studies to investigate how gay Latinx engineers navigate the borderlands of their intersecting identities. Along the way, I explore how they bridge the borderlands between those and their engineering identities as I examine how they manifest and leverage their assets at this identity intersection. Initial findings suggest that learners at the borderlands of multiple minoritized identities are keenly aware of social identities and cope by leveraging some of their powerful identities (i.e., masculinity, math, and science identities) to increase their sense of belongingness, proving they are successful and valuable members of humankind.</p>

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The question of immigration has always been a part of American thought. It is often said that all Americans are immigrants; that the only real American is the Indian. But this assertion is open to argument as the anthropologist tells us that the Indian is but the descendant of some other race which came to these shores thousands of years ago. Be that as it may, the fact remains that this country is peopled by representatives of many races and nationalities, many of whom were born in a foreign land. … In this study of Mexican immigration, the subject has been prefaced by a general survey of immigration to America from the beginning of the colonial period to the present time, in order that the reader, as well as the writer, may acquire a better understanding of the main theme.

Introduction: The present study aimed to evaluate associations between parent-child acculturation differences and sleep and weight outcomes in Latinx pre-adolescents aged 10-12 years. Parent and child stress were considered as possible mediators through which parent-child discordance in acculturation may negatively impact sleep quality and body fatness. Pre-adolescent resilience and ethnic pride were explored as possible personal strengths that may ameliorate the impact of this association. Method: Data from mothers, fathers, and pre-adolescents were collected on two occasions separated by one year. In our sample, only language-specific acculturation was significantly different between parents and children. Thus, parent-child language difference was a predictor in our analyses as planned and parent and child cultural-value specific acculturation were considered as separate predictors, rather than as a difference between them. A path analysis using structural equation modeling was used to address our research questions including mediation and moderation effects. Results: In initial models, mother-child language difference and acculturation scores did not significantly predict child health outcomes and stress did not emerge as a mediator. The most consistent predictors of child zBMI throughout models were child pubertal status and number of years parent has been living in the U.S. (t(123)=.04, p=.02). After adding child resilience and ethnic pride to analyses, mother-child language difference and child cultural value-specific acculturation score interacted with child resilience to predict child waist circumference and sleep duration (t(123)=2.13, p=.005; t(123)=-2.59, p=.02). Additionally, child cultural value-specific acculturation interacted with ethnic pride to predict zBMI at timepoint two (t(123)=2.53, p=03) and ethnic pride predicted child zBMI (t(123)=-1.89, p=.03). Conclusions: Understanding the individual contexts and strengths of any group of people can help promote better health and inform interventions. The current study aimed to speak to some of this nuance by including bidimensional measures of acculturation and focusing on cultural and individual strengths. Our results would suggest that ethnic pride and resilience are strengths that could make a difference for young Latinxs, despite the possible adverse implications of the acculturation experience.

Latinx lesbian, gay, and bisexual (LGB) queer community members have unique health needs compared to non-Latinx heterosexual patients, including sexual and mental health issues, and challenges in ability to access healthcare. But research is unclear whether LGB Latinx patients may also face double stigma related to their sexual orientation and race. This study examined this issue in experiences of queer and Latinx adults with healthcare providers. I conducted semistructured in-depth interviews with 13 LGB Latinx adults between November 2018 and February 2019. Interviews were audio-recorded, and transcribed. Transcripts were coded, and data analyzed for themes using the Grounded Theory approach. My findings indicate that the quality of individual experience depends on key factors of the provider, in particular the provider's sexuality, gender, age, race, and ability to empathize. When LGB Latinx patients interact with like-identified providers, their experience is significantly more satisfactory, however, differently-identified providers who create open and non-judgmental communication with patients have the ability to provide this level of satisfactory service. More diverse staff in clinics also contributes to a better experience for LGB Latinx patients. This study calls attention to the need for greater diversity of healthcare providers as well as new non-judgmental approaches in care delivery to address LGB Latinx patients' needs.

Language is a fundamental component of one's identity, as well as a means of surviving in a globalizing world. This study draws upon sixteen narratives of first-generation Mexican and Puerto Rican parents in Central Florida to answer the research question: What are the language ideologies of Mexican and Puerto Rican immigrant parents towards the English Language acquisition and Spanish Language retention of their children? The information was gathered through semi-structured interviews and it aimed to learn how and if they value English and Spanish bilingualism and whether it was desired for their children. On the one hand, they are aware of the necessity of being fluent in English to properly navigate themselves in the United States and to secure better opportunities for education and careers. However, Spanish retention is just as important as a means to remember ones raices, or roots, which was a statement that was voiced throughout the respondents. Demographic information, language use in different contexts, access to resources, and whether they faced any forms of language discrimination are all factors that were also analyzed to determine a more holistic account of the parents' language ideologies. My results reflect how Latinx family's experiences in the United States have shaped their language ideologies and the language use outcomes of future generations. El lenguaje es un componente fundamental de nuestra identidad, y también un medio para sobrevivir en un mundo globalizado. Este estudio se basa en dieciséis narrativas de padres mexicanos y puertorriqueños de primera generación en Florida Central para responder a la pregunta de investigación: ¿Cuáles son las ideologías del idioma de los padres inmigrantes mexicanos y puertorriqueños hacia la adquisición de inglés y la retención de español de sus hijos? La información fue conseguido a través de entrevistas semiestructuradas, y el objetivo es para aprender cómo y si valoran el bilingüe (inglés y español), y si deseaban esta habilidad para sus hijos. Por un lado, los padres son conscientes de la necesidad de ser fluentes en inglés para navegar adecuadamente por los Estados Unidos y para asegurar mejores oportunidades para su educación y carreras. Sin embargo, la retención de español es importante como un medio para recordar los raices de su cultura; que fue una declaración que se expresó en todo los encuestados. La información demográfica, el uso del lenguaje en diferentes contextos, el acceso a los recursos y si se enfrentaron a alguna forma de discriminación del lenguaje son factores que también se analizaron para determinar un relato más holístico de las ideologías del idioma de los padres. Mis resultados reflejan cómo las experiencias de las familias Latinx en los Estados Unidos han dado forma a sus ideologías de lenguaje y al uso del lenguaje para las futuras generaciones.

Current secondary theatre education in America places a priority on Western ideals of theatre history and practices. Latine theatre history is hardly taught, and if it is, it is touched minimally. Latine culture places an emphasis on a collective, both in theoretical and practical work. Similarly, the practice of dramaturgy itself is rarely mentioned in curriculums, rather intertwined within lessons of acting, directing, and design. This creates an imbalance in practice versus theory in theatre education. I intend to introduce the concept of collaborative dramaturgy: a form of dramaturgy where students collaborate as dramaturgs to bring about discussions about identity. I believe it is important that Latine students are exposed not only to seeing Latine creatives represented on stage but as well as in their curriculum. In this thesis, I will explore the following questions: How does collaborative dramaturgy fit in a Latine classroom? How does a focus on physicality and text aid Latine theatre education? How does Latine representation work in a non-Latine text?

As contemporary federal education legislation requires schools to ensure that all students are prepared for college and careers upon graduation, the college and career readiness of ELs is an urgent matter requiring investigation. Within this policy context, career and technical education (CTE) has been presented as a potential pathway for ELs to achieve college and career readiness. This necessitates research examining ELs’ opportunities to participate in CTE programs as an alternative to traditional secondary schools. Thus, the purpose of this dissertation is (a) to examine the processes required to access CTE programs and the barriers ELs face when attempting to enroll in CTE, (b) to understand how institutional culture and the distribution of resources support ELs and instructors with ELs in their courses, and (c) to investigate ELs’ classroom experiences and opportunities to learn, as understood by the students, teachers, and administrators in a school dedicated to CTE programming. Drawing on ethnographic methodology, data were collected through fieldwork and classroom observations documented as fieldnotes; 36 in-depth interviews with teachers, administrators, ELs and former ELs; artifacts from classrooms; policy documents; student academic records; and state-level data from the Department of Education. The data analysis demonstrated that, overall, ELs did not experience equitable access to educational experiences leading to college and career readiness. First, ELs’ access to CTE programs that aligned with their career aspirations was restricted; administrators and counselors justified this practice through discourses of meritocracy and deficit framing of ELs. Second, despite the fact that ELs and instructors complained about the lack of support and resources, administrators drew upon race- and language-neutral ideologies to rationalize their failure to invest in programs and practices that would ensure equitable access and success for ELs. Finally, within this context of limited support, instructors expressed deficit views of ELs and relied on pedagogies that did not accommodate the linguistic needs of ELs. As a result, ELs believed that they did not receive adequate support, and many felt unprepared for college and careers. Interpreting these data from a critical race theory perspective, these findings suggest that CTE functions as a White educational space, operating under tacit White supremacist ideologies to justify inequitable treatment of ELs and privilege the cultural and linguistic practices of White students. This undermines CTE’s potential in providing equitable access to college and career readiness for ELs. / Teaching & Learning