Recent statistical studies suggest the proportion of Hispanic students within our nation’s classrooms is growing at a significant rate, experiencing the highest increase in numbers of any other ethnic group. These students require resources conducive to English language learning which also honor the Hispanic/Latino culture. Yet, out of 3,400 books received by the Cooperative Children’s Book Center (CCBC) in 2011, only 52 were penned or created by Latino authors/ illustrators. This number is expected to decline over the coming years. This insufficiency is an enormous challenge to librarians who strive to empower the Hispanic student population and promote cultural diversity among all students. Empowering Learners, (p. 53) reminds us that librarians offer materials and services to accommodate the needs of children for whom English is a second language. The library program ideally seeks to reflect the linguistic and cultural pluralism of our country. How can we arise to this need? Librarians succeed in supporting Hispanic students by utilizing Pura Belpré award-winning titles. This accolade is presented annually by the Association of Library Services to Children (a division of the ALA) to a Latino/Latina writer and illustrator whose work “best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth,” embodying the essence of the Latino culture. The promotion of Pura Belpre’ titles, the delivery of associated crafts and activities as well as the use of online resources serve as indispensable tools to assist the librarian in enriching the literary experiences of Hispanic learners and celebrating the Latino heritage with all children. In our session, we share in-depth knowledge of selected titles with correlating crafts and activities. Attendees will leave the session with practical, concrete instructional ideas, ready for immediate use.

Let your imagination run wild with Hispanic stories! Librarians can support the Hispanic English Language Learner by utilizing Pura Belpre'™Award books and linked activities for story time and other programs. Visit this session to discover how these winning titles enhance multicultural collections as well as contribute to literary strategies. The hands-on activities presented are guaranteed to captivate the imaginations of the Hispanic English Language Learner and promote the Latino cultural experience for all children. Helpful handouts included.

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The purpose of the study was to investigate the relationship among self-concept, racial identity development, and perceptions of the graduate and professional educational experience of African American female college students planning to pursue advanced degrees. The researcher explored the relationship among the factors to determine if they were predictive of the pursuit of advanced degrees among African American female college students. The investigation would provide counselors, educators, and administrators with information which could positively impact the enrollment and retention of African American women in advanced degree programs.;A sample of 85 graduating African American female college seniors at a very selective, private, historically Black institution was studied. The institution selected has historically produced a high number of African American female students who pursued advanced degrees upon graduation. Data were gathered utilizing the Tennessee Self-Concept Scale, the BRIAS Social Attitude Scale-Revised, a researcher developed Graduate and Professional School Perception Survey and a demographic questionnaire. The student's plans of pursuit were assessed using five items from the demographic questionnaire (acceptance, attendance, entrance exam, cumulative grade point average, enrollment).;It was hypothesized that (1) a significant relationship existed between self-concept and plans to pursue advanced degrees, (2) a significant relationship existed between racial identity development and plans to pursue advanced degrees, (3) a significant relationship existed between perception of the graduate and professional educational experience and plans to pursue advanced degrees, (4) a significant difference existed between advanced degree program pursued and the three independent variables, and (5) a significant difference existed between definite and tentative plans to pursue groups and the three independent variables.;In general, the results revealed four significant relationships and no significant evidence of discrimination. Significant relationships existed for self-concept (social self-concept) and cumulative grade point average; two measures of racial identity development (pre-encounter and encounter), pre-encounter and acceptance and encounter and enrollment; and the perception of the graduate and professional educational experience and acceptance.;Additional investigations that focus on the complexities of the independent variables with a more diversified sample of African American women may reveal significant findings relating to self-concept, racial identity development, and perceptions of graduate and professional schools.