Title from title page of PDF (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. 83-92).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves 159-166).

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 120-130). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.P.S.)--Catholic Theological Union of Chicago, 2002. / Vita. Includes bibliographical references (leaves 60-61).

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 190-211).

Thesis (Ph. D.)--Université de Montréal, 1999. / Includes bibliographical references.

Thesis (M.A.)--Denver Conservative Baptist Seminary, 1998. / Abstract. Includes bibliographical references (leaves 81-89).

This dissertation uses data from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study to explore how self-identifying as Hispanic/Latino in school but not at home in adolescence is related to academic achievement at the end of high school and educational attainment by young adulthood. It also explores how the relationship between inconsistent Hispanic/Latino self-identification and academic performance varies by Latino family origin and what factors act to mediate this relationship. Finally, it investigates how using school versus home reports of Hispanic/Latino ethnicity in adolescence impacts the measurement of Latino educational progress. This research draws on education literature exploring racial and ethnic differences in academic performance to suggest how and why an inconsistent Hispanic/Latino self-identification might be related to academic performance. This literature is categorized into two broad lines of research, structural and socio-cultural, and suggests two competing understandings of the relationship between inconsistent Hispanic/Latino self-identification and academic performance as well as the factors that may mediate this relationship. This research finds a strong and negative relationship between Hispanic/Latino self-identification in school but not at home and academic performance and that this relationship varies by Latino family origin. It is only among adolescents who do not report Latino family origins that an inconsistent Hispanic/Latino self-identification is negatively associated with academic performance. This research also finds that factors related to socio-cultural explanations of school performance as well as prior academic experiences help to mediate the negative relationship between inconsistent Hispanic/Latino self-identification and academic performance among adolescents who do not report Latino family origins. Additional findings suggest that using home versus school reports of ethnicity may impact estimates of Latino/non-Latino white differences in educational outcomes and Latino generational decline. Results suggest that within schools, a Hispanic/Latino identity, one separated from Hispanic family and community ties, is associated with poor academic performance and resistance to schooling. In addition, this research confirms the fluid and complex nature of racial and ethnic self-identification and suggests using caution when relying on self-reports of race and ethnicity in quantitative data analysis. / text

The maltreatment of children is unarguably an important social concern, the negative effects of which have been well-documented in the literature over the past two decades. Research on the etiology of maltreatment, however, has yielded few strong conclusions regarding the characteristics of abusive parents. There is much disagreement with respect to the personality or psychological attributes of those parents who maltreat their children (Belsky, 1993), and the question of how those characteristics are differentially associated with the subtypes of abuse has not been adequately addressed. Furthermore, although the extant literature has consistently agreed that maltreatment contributes to poor psychological outcomes for adolescents it is less clear how these outcomes differ depending upon the type and severity of maltreatment (Trickett & McBride-Chang, 1995). The current study sought to identify those personality attributes that are both predictors and effects of abuse. Scales of the Minnesota Multiphasic Personality Inventory- 2nd edition (MMPI-2) were examined to determine personality variables associated with perpetration of each of four major classifications of abuse. Further, scales from the MMPI-Adolescent version (MMPI-A) were utilized to determine those personality variables in adolescents that may be affected by each of those four categories. This study hypothesized that clear patterns would emerge in which certain personality variables are predictive of the type of abuse that parents engage in, and each type of abuse is predictive of the manifestation of certain personality characteristics in adolescents. The effects of gender were also analyzed. Structural Equation Modeling was used to analyze the MMPI-2 and MMPI-A data and abuse histories of 100 pairs of offending parents and maltreated adolescents. Results indicated significant direct effects of parent personality on abuse subtype, abuse subtype on adolescent personality, parent personality on adolescent personality, and one significant mediation effect of parent personality on adolescent personality through abuse subtype. Additionally, gender was found to significantly affect the engagement in and experience of abuse, and one significant interaction of gender and abuse subtype on adolescent personality was discovered. Results are of practical importance in designing abuse intervention and prevention programs and inform the current understanding of the intergenerational transmission of abuse. / text

Not available / text