+publisher:"University of Illinois – Urbana-Champaign" +contributor:("Lleras, Christy")

University of Illinois – Urbana-Champaign

1. Wu, Joanna. Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood.

Degree: PhD, Human & Community Development, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/78709

► Within the United States, nearly all growth in the young adult population over the next forty years will come from immigrants and their U.S.-born children.… (more)

▼ Within the United States, nearly all growth in the young adult population over the next forty years will come from immigrants and their U.S.-born children. While many immigrant youth face similar challenges, they also vary substantially in their access to family and institutional resources which may influence their ability to make a successful transition to adulthood. Utilizing national, longitudinal data from the adolescent (2002/2004), young adult follow-up (2006) and later adult follow-up (2012) surveys of the Educational Longitudinal Study (U.S. Department of Education), I examine the degree to which second generation immigrant youth are rooted in significant social relationships with parents, peers, teachers and in their communities and whether the potential and actual resources available from these relationships influence early patterns and later adult status attainment. I find that second generation immigrant youth vary in the intensity and quality of relationships during the adolescent development period and these differences in part reflect differences between racial/ethnic groups, gender and by family and neighborhood characteristics. The results from my hierarchical linear regression analysis also indicate that immigrant adolescence who are socially embedded within their family, peer, school and community have higher educational attainment and are more civically engaged ten years later in adulthood. Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (advisor), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Raffaelli%2C%20Marcela%22%29&pagesize-30">Raffaelli, Marcela (committee member), Champaign%22%20%2Bcontributor%3A%28%22Ferguson%2C%20Gail%22%29&pagesize-30">Ferguson, Gail (committee member), Champaign%22%20%2Bcontributor%3A%28%22Mendenhall%2C%20Ruby%22%29&pagesize-30">Mendenhall, Ruby (committee member).

Subjects/Keywords: educational attainment; civic engagement; neighborhood; transition to adulthood; Second generation immigrant

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APA (6^th Edition):

Wu, J. (2015). Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78709

Chicago Manual of Style (16^th Edition):

Wu, Joanna. “Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/78709.

MLA Handbook (7^th Edition):

Wu, Joanna. “Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood.” 2015. Web. 04 Mar 2021.

Vancouver:

Wu J. Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/78709.

Council of Science Editors:

Wu J. Education, occupation and family patterns of second generation immigrant youth in the U.S.: the importance of embeddedness in social relationships in the transition to adulthood. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78709

University of Illinois – Urbana-Champaign

2. Wilkins, Tamekia. Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts.

Degree: PhD, 0183, 2014, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/50398

► Parents of racial/ethnic minority children often engage in racial socialization in an effort to ensure that they are able to cope in a society in… (more)

▼ Parents of racial/ethnic minority children often engage in racial socialization in an effort to ensure that they are able to cope in a society in which discrimination and inequalities persist. Of all the racial/ethnic groups, Black parents are the most likely to engage in this practice. To further our understanding of racial socialization in Black families, this study examined factors that shape whether parents engage and, in turn, its influence on student achievement and behavior during the first two years of formal schooling. In addition to examining child and family characteristics, this study also examined neighborhood and school contexts. The sample consists of 2,446 Black kindergarteners from the Early Childhood Longitudinal Study-Kindergarten Cohort (restricted file), a national and longitudinal dataset that provides a representative sample of children in the U.S. Data from the ECLS-K was merged onto U.S. Census tract-level data (2000) in order to examine neighborhood conditions. Overall, results from the multivariate analysis indicate that Black children from higher socioeconomic backgrounds and those that live in less disadvantaged neighborhoods are more likely to receive racial socialization messages including discussions of racial heritage, religion and attendance at cultural events in kindergarten. Parents are more likely to engage in racial socialization with girls, except when the family lives in a disadvantaged neighborhood. However, they are more likely to engage with boys in more disadvantaged neighborhoods. Racial socialization also matters for students’ educational outcomes. Findings indicate that racial socialization is related to children’s reading and math achievement in kindergarten and first grade. Additionally, children whose parents engage in racial socialization have fewer internalizing behavior problems and better approaches to learning and interpersonal behaviors. Implications for further research are discussed. Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (advisor), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Bost%2C%20Kelly%22%29&pagesize-30">Bost, Kelly (committee member), Champaign%22%20%2Bcontributor%3A%28%22Jarrett%2C%20Robin%20L.%22%29&pagesize-30">Jarrett, Robin L. (committee member), Champaign%22%20%2Bcontributor%3A%28%22Neville%2C%20Helen%20A.%22%29&pagesize-30">Neville, Helen A. (committee member).

Subjects/Keywords: racial socialization; academic achievement; socioemotional behavior; African American children

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APA (6^th Edition):

Wilkins, T. (2014). Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50398

Chicago Manual of Style (16^th Edition):

Wilkins, Tamekia. “Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/50398.

MLA Handbook (7^th Edition):

Wilkins, Tamekia. “Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts.” 2014. Web. 04 Mar 2021.

Vancouver:

Wilkins T. Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/50398.

Council of Science Editors:

Wilkins T. Racial socialization, achievement and socioemotional development among black children during the early years of schooling: the role of family, school, and neighborhood contexts. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50398

University of Illinois – Urbana-Champaign

3. Keating, Kari H. Training civic bridge builders: Outcomes of community leadership development programs.

Degree: PhD, 0183, 2011, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/24219

► As rural communities experience rapid economic, demographic, and political change, program interventions that focus on the development of community leadership capacity could be valuable. Community… (more)

▼ As rural communities experience rapid economic, demographic, and political change, program interventions that focus on the development of community leadership capacity could be valuable. Community leadership development programs have been deployed in rural U.S. communities for the past 30 years by university extension units, chambers of commerce, and other nonprofit foundations. Prior research on program outcomes has largely focused on trainees’ self-reported change in individual leadership knowledge, skills, and attitudes. However, postindustrial leadership theories suggest that leadership in the community relies not on individuals but on social relationships that develop across groups akin to social bridging. The purpose of this study is to extend and strengthen prior evaluative research on community leadership development programs by examining program effects on opportunities to develop bridging social capital using more rigorous methods. Data from a quasi-experimental study of rural community leaders (n = 768) in six states are used to isolate unique program effects on individual changes in both cognitive and behavioral community leadership outcomes. Regression modeling shows that participation in community leadership development programs is associated with increased leadership development in knowledge, skills, attitudes, and behaviors that are a catalyst for social bridging. The community capitals framework is used to show that program participants are significantly more likely to broaden their span of involvement across community capital asset areas over time compared to non-participants. Data on specific program structure elements show that skills training may be important for cognitive outcomes while community development learning and group projects are important for changes in organizational behavior. Suggestions for community leadership program practitioners are presented. Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (advisor), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Gasteyer%2C%20Stephen%20P.%22%29&pagesize-30">Gasteyer, Stephen P. (committee member), Champaign%22%20%2Bcontributor%3A%28%22Raffaelli%2C%20Marcela%22%29&pagesize-30">Raffaelli, Marcela (committee member), Champaign%22%20%2Bcontributor%3A%28%22Ebata%2C%20Aaron%20T.%22%29&pagesize-30">Ebata, Aaron T. (committee member).

Subjects/Keywords: community leadership; Leadership development; civic engagement; social capital; community capitals; social bridging; rural communities

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APA (6^th Edition):

Keating, K. H. (2011). Training civic bridge builders: Outcomes of community leadership development programs. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24219

Chicago Manual of Style (16^th Edition):

Keating, Kari H. “Training civic bridge builders: Outcomes of community leadership development programs.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/24219.

MLA Handbook (7^th Edition):

Keating, Kari H. “Training civic bridge builders: Outcomes of community leadership development programs.” 2011. Web. 04 Mar 2021.

Vancouver:

Keating KH. Training civic bridge builders: Outcomes of community leadership development programs. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/24219.

Council of Science Editors:

Keating KH. Training civic bridge builders: Outcomes of community leadership development programs. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24219

University of Illinois – Urbana-Champaign

4. Holland, Martin. "Empty chairs, broken lives": The Oklahoma City National Memorial and Museum.

Degree: PhD, 0156, 2014, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/49660

► This dissertation offers a description of the memorial and museum of the Oklahoma City National Memorial and Museum; provides a critical analysis of the memorial… (more)

▼ This dissertation offers a description of the memorial and museum of the Oklahoma City National Memorial and Museum; provides a critical analysis of the memorial process used to generate the institution; and, finally, documents a historical context that situates the bombing and the subsequent memorial within a rich and complicated urban history. The dissertation describes the constructed Memorial and the Memorial Museum in Oklahoma City, designed by Hans and Torrey Butzer and Sven Berg, built to honor the 168 people who died in the 1995 bombing of the Alfred P. Murrah Federal Building. The Outdoor Symbolic Memorial is comprised of specific interventions that correspond with the particular identities of social groups affected by the bombing, including survivors, victims, children, and rescuers. I argue that these interventions – the Gates of Time, the Survivor's Wall, the Field of Empty Chairs, the Reflecting Pool, the Rescuer's Orchard, the Children's Area and the Survivor's Tree – form a memorial circuit, intended to be experienced through bodily engagement with the series of stations by a visitor. The Museum relies on re-enactment in order for a visitor to understand the traumatic experiences encountered by the people within the Murrah Building at the time of the bombing. The Museum highlights the generosity and courage exemplified by the people of Oklahoma in the immediate aftermath of the bombing during rescue and recovery operations - what came to be known and celebrated as "The Oklahoma Standard.” I argue that the Memorial and the Museum work in tandem. A visitor is encouraged to "experience the museum," where the exhibit strategies simulate the trauma experienced by the original victims. In turn, they are then encouraged to "visit the memorial," where they are soothed by the tranquil setting of the Butzer's design, an example of how nature is regarded as a restorative agent. The dissertation details and critically analyzes the memorial process including the initial public survey, the competition brief, the architectural competition, and the controversy that led to the firing of the competition advisor, Paul Sperigeren. This process began within days of the bombing, when a call for a memorial was put forward. The rush to memorialize was an attempt to provide psychological triage in the immediate aftermath of the destruction. It forestalled a sustained examination of the event and its possible meanings. It also had the effect of privileging the voices of victims and family members who had lost loved ones. Great deference was shown to the victims and family members throughout the memorial process, culminating in family members being the final arbiters of the memorial design competition. The Butzer’s design, with its distinctive element of 168 chairs, supplied family members with a specific location to interact with their lost loved one by leaving mementoes - the simple markers of the domestic sphere function as an example of what Kenneth Foote has called sanctification. Furthermore, the Reflecting Pool offers… Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Hays%2C%20David%20L.%22%29&pagesize-30">Hays, David L. (advisor), Champaign%22%20%2Bcontributor%3A%28%22Hays%2C%20David%20L.%22%29&pagesize-30">Hays, David L. (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Deming%2C%20Margaret%20E.%22%29&pagesize-30">Deming, Margaret E. (committee member), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (committee member), Champaign%22%20%2Bcontributor%3A%28%22Ruggles%2C%20D.%20Fairchild%22%29&pagesize-30">Ruggles, D. Fairchild (committee member).

Subjects/Keywords: Oklahoma City National Memorial; Museum; Commemoration; Memorial; Memorial Landscape; Commemorative Landscape; Architectural Competition; Memorial Competition; Dark Tourism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holland, M. (2014). "Empty chairs, broken lives": The Oklahoma City National Memorial and Museum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49660

Chicago Manual of Style (16^th Edition):

Holland, Martin. “"Empty chairs, broken lives": The Oklahoma City National Memorial and Museum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/49660.

MLA Handbook (7^th Edition):

Holland, Martin. “"Empty chairs, broken lives": The Oklahoma City National Memorial and Museum.” 2014. Web. 04 Mar 2021.

Vancouver:

Holland M. "Empty chairs, broken lives": The Oklahoma City National Memorial and Museum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/49660.

Council of Science Editors:

Holland M. "Empty chairs, broken lives": The Oklahoma City National Memorial and Museum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49660

University of Illinois – Urbana-Champaign

5. Weitzel, Peter Carl. Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.

Degree: PhD, Ed Organization and Leadership, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90523

► School choice and charter school research acknowledges that choosers, families that are active in school choice, are different than non-choosers, but the nature of this… (more)

▼ School choice and charter school research acknowledges that choosers, families that are active in school choice, are different than non-choosers, but the nature of this difference is rarely examined directly. For years, commentators have expressed concern that chooser families will tend to have more educationally engaged parents than nonchooser families (Carnoy, 1993; Henig, 1995a). However, this hypothesis is rarely tested, in part due to data limitations in many school choice studies. Prior research has established the choosers tend to be more affluent than nonchoosers, but few attempts have been made to explain why this gap occurs (e.g. Cullen, Jacob, and Levitt, 2005; Martinez, Godwin, and Kemerer, 1996; Holme & Richards, 2009.) A more sophisticated understanding of the difference between choosers and nonchoosers is not only important for basic knowledge on school choice but also would contribute to a growing body of research on the sorting effects of school choice. There are growing concerns that school choice can function as a sorting mechanism, exacerbating segregation along racial and socioeconomic lines (e.g. Koedel, Betts, Rice & Zau, 2009; Garcia, 2008). Although some studies indicate that racial segregation may be getting worse through school choice, negative impacts on socioeconomic segregation tend to be the most common finding in studies on this topic (Holme & Wells, 2008; Garcia, 2010). However, the crudeness of socioeconomic information in school enrollment data means that these studies could be overestimating or underestimating the changes in segregation that are occurring through school choice. If choosers and nonchoosers tend to differ in ways that are not easily observable in most school data, the impacts of school choice as a sorting mechanism may not be fully understood. The gap between choosers and nonchoosers is a foundational issue for school choice research, and the question deserves to be approached with more detailed sociological analysis than has typically been conducted in school choice research thus far. Sociologists may also be interested in the relationships between parenting practices, socioeconomic status, and school choice. One of the leading theories on how parents transmit their advantages to their children emphasizes a specific, highly active type of parental involvement (Lareau, 2003). Research has found that these parenting practices are associated with higher academic achievement (Cheadle, 2009). Establishing a link between this parenting strategy and active participation in school choice would help expand the literature on how middle and upper class families utilize their social and material resources to help separate themselves from lower social strata. This study uses a recent nationally representative dataset of kindergartners and their parents to provide one of the most thorough sociological comparisons of choosers and nonchoosers to date. The 2010-11 Early Childhood Longitudinal Study (ECLS-K: 2011) has extensive surveys of parents, including… Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Lubienski%2C%20Christopher%22%29&pagesize-30">Lubienski, Christopher (advisor), Champaign%22%20%2Bcontributor%3A%28%22Lubienski%2C%20Christopher%22%29&pagesize-30">Lubienski, Christopher (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (committee member), Champaign%22%20%2Bcontributor%3A%28%22Lubienski%2C%20Sarah%22%29&pagesize-30">Lubienski, Sarah (committee member), Champaign%22%20%2Bcontributor%3A%28%22Welton%2C%20Anjale%22%29&pagesize-30">Welton, Anjale (committee member).

Subjects/Keywords: School choice; Sociology of Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Weitzel, P. C. (2016). Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90523

Chicago Manual of Style (16^th Edition):

Weitzel, Peter Carl. “Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/90523.

MLA Handbook (7^th Edition):

Weitzel, Peter Carl. “Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S.” 2016. Web. 04 Mar 2021.

Vancouver:

Weitzel PC. Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/90523.

Council of Science Editors:

Weitzel PC. Who chooses? A sociological portrait of families active in school choice in urban areas in the U.S. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90523

University of Illinois – Urbana-Champaign

6. Lee, Meng-Jung. Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status.

Degree: PhD, Social Work, 2016, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/90793

► The purpose of this research was to explore the mechanisms between acculturation-related stressors and depressive symptoms among first and second generation immigrant Latino adolescents in… (more)

▼ The purpose of this research was to explore the mechanisms between acculturation-related stressors and depressive symptoms among first and second generation immigrant Latino adolescents in the United States, and to test a novel theoretical framework based on an integration of acculturative stress and stress process theories among Latino youth. The main research hypotheses and exploratory research question were: (1) Longitudinal association between acculturation-related stressors at wave 1 (W1), including intergenerational discrepancy and prejudiced school climate, and depressive symptoms at wave 2 (W2) will be mediated by decreases in resources such as self-esteem, future aspiration, maternal closeness, and school connectedness. (2) These mediating effects will be stronger among second generation than first generation Latino immigrant youth. (3) These mediating effects will be stronger among Latina than Latino youth. (4) Do the associations among acculturation-related stressors, depressive symptoms and resources differ by Latino immigrant subgroups based on country of origin? Using W1 and W2 data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), data were drawn from both the adolescent In-Home Survey at W1 and W2, and the Parent Survey at W1. The analytical sample consisted of 1,379 Latino first and second generation immigrant adolescents in the United States. I conducted structural equation modeling (SEM) with full information maximum likelihood estimation using Stata 13.0 to simultaneously estimate multiple mediation effects. Then group comparison analyses were applied to test the group differences. The results showed significant mediating effects between acculturation-related stressors and depressive symptoms. In particular, the association between prejudiced school climate and depressive symptoms was significantly mediated by decreased self-esteem (b=.03, 95% CI=0.01-0.09) and decreased maternal closeness (b=.03, 95% CI =0.01-0.06). In addition, the association between intergenerational discrepancy and depressive symptoms was significantly mediated by decreased self-esteem (b=.10, 95%CI=0.08-0.15) and decreased maternal closeness (b=.03, 95% CI=0.01-0.07). This study contributes to the literature on underlying mechanisms between acculturation-related stressors and depressive symptoms in Latino youth, and supports a dynamic rather than static conceptualization of resources. Research findings support the novel theoretical framework that can be applied to future adolescent immigrant research. In addition, findings on the interplay between school stressors and maternal relationship quality point to the need to increase family engagement with schools especially among immigrant youth. Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Liechty%2C%20Janet%20%20M%22%29&pagesize-30">Liechty, Janet M (advisor), Champaign%22%20%2Bcontributor%3A%28%22Liechty%2C%20Janet%20%20M%22%29&pagesize-30">Liechty, Janet M (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Wu%2C%20Chi-Fang%22%29&pagesize-30">Wu, Chi-Fang (committee member), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (committee member), Champaign%22%20%2Bcontributor%3A%28%22Hernandez%2C%20Rosalba%22%29&pagesize-30">Hernandez, Rosalba (committee member).

Subjects/Keywords: Acculturative stress; youth mental health development; depressive symptoms; Latino youth; immigrant generations; Structural equation modeling (SEM); mediation analyses

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lee, M. (2016). Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90793

Chicago Manual of Style (16^th Edition):

Lee, Meng-Jung. “Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/90793.

MLA Handbook (7^th Edition):

Lee, Meng-Jung. “Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status.” 2016. Web. 04 Mar 2021.

Vancouver:

Lee M. Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/90793.

Council of Science Editors:

Lee M. Acculturation-related stressors and Latino immigrant adolescent depressive symptoms: a multiple mediation analysis of stressors and resources by gender and immigrant generational status. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90793

7. Coba-Rodriguez, Sarai. Nonstandard work and cognitive and behavioral development among preschool children in single mother families.

Degree: MS, 0183, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/42346

► This study investigates the relationship between nonstandard work schedules and children's cognitive, social, and behavioral development in single mother families, as well as the impact… (more)

Subjects/Keywords: Maternal employment; Maternal health; Child well-being; Single mother families

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APA (6^th Edition):

Coba-Rodriguez, S. (2013). Nonstandard work and cognitive and behavioral development among preschool children in single mother families. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Coba-Rodriguez, Sarai. “Nonstandard work and cognitive and behavioral development among preschool children in single mother families.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/42346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Coba-Rodriguez, Sarai. “Nonstandard work and cognitive and behavioral development among preschool children in single mother families.” 2013. Web. 04 Mar 2021.

Vancouver:

Coba-Rodriguez S. Nonstandard work and cognitive and behavioral development among preschool children in single mother families. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/42346.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Coba-Rodriguez S. Nonstandard work and cognitive and behavioral development among preschool children in single mother families. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42346

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Wu, Joanna. Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood.

Degree: MS, 0183, 2012, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/31045

► Second generation immigrants currently outnumber foreign-born children by more than six to one, a number that doubled in the past decade (Child Trends, 2010). As… (more)

Subjects/Keywords: immigration; children of immigrants; transition to adulthood; family; community; life course; resilience

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wu, J. (2012). Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wu, Joanna. “Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/31045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wu, Joanna. “Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood.” 2012. Web. 04 Mar 2021.

Vancouver:

Wu J. Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/31045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wu J. Rethinking "success" of second generation immigrants: the role of families and communities in the transition to young adulthood. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Rangel, Claudia. Choosing success? Inequalities and opportunities in access to school choice in nine United States districts.

Degree: PhD, 0183, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/42318

► Bowles and Gintis (Bowles & Gintis, 1976) dubbed schools as both the testing grounds and battlegrounds where society seeks to achieve equality of opportunity. This… (more)

▼ Bowles and Gintis (Bowles & Gintis, 1976) dubbed schools as both the testing grounds and battlegrounds where society seeks to achieve equality of opportunity. This statement cannot be more appropriate to describe the debate surrounding the school choice movement over the past three decades that is yet to be resolved, in a time where school districts face an increasing number of failing schools and a sustained growth in minority students assigned to underfunded, crowded schools. The present study utilizes a spatial approach to analyze the spatial accessibility of schools of choice and how it relates to the racial composition, performance and location of public schools across 9 of the largest school districts in the U.S. In addition, Geographically Weighted Regression –GWR- analysis is used to assess whether the relation between school choice accessibility and school characteristics vary across all public schools in the U.S. Results from the analysis point to the spatial variation of school choice accessibility, whereby for some districts more than others, a spatial mismatch between high quality schools of choice and failing public schools is evident. Attention should be paid to locating choice schools nearby disadvantaged neighborhoods served by underperforming schools, and monitoring and supporting existing and newly created schools of choice to ensure that the surprisingly high number of failing charter and magnet schools can be reduced. Local and disaggregated spatial analysis should inform the allocation of choice policies and complement standard regression analysis that can potentially masked variability across locations in single parameter estimates. Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (advisor), Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Christy%22%29&pagesize-30">Lleras, Christy (Committee Chair), Champaign%22%20%2Bcontributor%3A%28%22Jarrett%2C%20Robin%20L.%22%29&pagesize-30">Jarrett, Robin L. (committee member), Champaign%22%20%2Bcontributor%3A%28%22Larson%2C%20Reed%20W.%22%29&pagesize-30">Larson, Reed W. (committee member), Champaign%22%20%2Bcontributor%3A%28%22McLafferty%2C%20Sara%20L.%22%29&pagesize-30">McLafferty, Sara L. (committee member).

Subjects/Keywords: school choice; educational inequalities; charter schools; magnet schools; spatial analysis; spatial mismatch

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Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rangel, C. (2013). Choosing success? Inequalities and opportunities in access to school choice in nine United States districts. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42318

Chicago Manual of Style (16^th Edition):

Rangel, Claudia. “Choosing success? Inequalities and opportunities in access to school choice in nine United States districts.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021. http://hdl.handle.net/2142/42318.

MLA Handbook (7^th Edition):

Rangel, Claudia. “Choosing success? Inequalities and opportunities in access to school choice in nine United States districts.” 2013. Web. 04 Mar 2021.

Vancouver:

Rangel C. Choosing success? Inequalities and opportunities in access to school choice in nine United States districts. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2142/42318.

Council of Science Editors:

Rangel C. Choosing success? Inequalities and opportunities in access to school choice in nine United States districts. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42318

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Open Access Theses and Dissertations