No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 329-345). Available also in a digital version from Dissertation Abstracts.

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (D. Ed.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 139-149). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1977. / Vita. Includes bibliographical references (leaves 285-293).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references: (p. 329-345). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).

Several dimensions of acculturation as well as three cultural orientations were incorporated in the development of the measurement of Culture Change in Mexican American Children (CCMAC). The sample included 116 Mexican American children age 7 to 11 years. The research was designed to assess the psychometric properties of the CCMAC, and evaluate the developmental features of the data. The multidimensional concepts as well as the multicultural aspects of acculturation were assessed. In addition, selected health outcomes were examined and their association to cultural orientation was determined. The findings demonstrated that the CCMAC was deemed valid and reliable with an alpha coefficient of.85 for the cultural assimilation scoring,.83 for the cultural resistance scoring, and.67 for the cultural integration scoring system. The confirmatory and exploratory factor analysis did not support the predicted factor structure. Children who were culturally resistant reported the highest income, less school problems, less home problems and a high GPA. Children who were culturally assimilated were the youngest children, had less homework problems, and were of later generation. The theory that culturally integrated children would report the least number of problems was not supported. It was recommended that the CCMAC be scored in three different ways when estimating individual acculturation trends. When estimating group trends, the CCMAC should be scored in the cultural assimilation orientation. Earlier literature was re-examined and discussed in light of the lack of the identification of the predicted factor structure. Recommendations were based on the CCMAC's contributions to the theory of acculturation in school age Mexican American children.

Thesis (Ph. D.)--Oregon State University, 1985. / Typescript (photocopy). Includes bibliographical references (leaves 151-155). Also available online.