subject:(Hispanic American youth Education)

University of North Carolina – Greensboro

1. Kulish, Andrea L. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19721

► Previous theory suggests that Latino adolescents and their mothers acculturate to the United States culture at different rates, leading to gaps in acculturation that may… (more)

Subjects/Keywords: Hispanic Americans – Cultural assimilation; Hispanic Americans – Family relationships; Hispanic American families; Hispanic American youth – Education (Secondary); Mother and child; Acculturation; Values

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

APA (6^th Edition):

Kulish, A. L. (2016). Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19721

Chicago Manual of Style (16^th Edition):

Kulish, Andrea L. “Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.” 2016. Masters Thesis, University of North Carolina – Greensboro. Accessed January 18, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19721.

MLA Handbook (7^th Edition):

Kulish, Andrea L. “Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.” 2016. Web. 18 Jan 2021.

Vancouver:

Kulish AL. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2016. [cited 2021 Jan 18]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19721.

Council of Science Editors:

Kulish AL. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. [Masters Thesis]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19721

2. Kulish, Andrea L. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.

Degree: 2016, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Kulish_uncg_0154M_11943.pdf

► Previous theory suggests that Latino adolescents and their mothers acculturate to the United States culture at different rates, leading to gaps in acculturation that may… (more)

Subjects/Keywords: Hispanic Americans $x Cultural assimilation; Hispanic Americans $x Family relationships; Hispanic American families; Hispanic American youth $x Education (Secondary); Mother and child; Acculturation; Values

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):

Kulish, A. L. (2016). Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Kulish_uncg_0154M_11943.pdf

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):

Kulish, Andrea L. “Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.” 2016. Thesis, NC Docks. Accessed January 18, 2021. http://libres.uncg.edu/ir/uncg/f/Kulish_uncg_0154M_11943.pdf.

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

MLA Handbook (7^th Edition):

Kulish, Andrea L. “Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement.” 2016. Web. 18 Jan 2021.

Vancouver:

Kulish AL. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. [Internet] [Thesis]. NC Docks; 2016. [cited 2021 Jan 18]. Available from: http://libres.uncg.edu/ir/uncg/f/Kulish_uncg_0154M_11943.pdf.

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

Council of Science Editors:

Kulish AL. Differences in acculturation-based family conflict: a latent profile analysis of Latino adolescent and mother cultural value endorsement. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Kulish_uncg_0154M_11943.pdf

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

University of North Carolina – Greensboro

3. Bocci, Melissa Cochrane. (Re)framing service-learning with youth participatory action research: examining students’ critical agency.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538

► The current push for K-12 service-learning, particularly as an intervention strategy for “at-risk” youth, makes more urgent the need for critical service-learning constructions that counter… (more)

Subjects/Keywords: Action research in education; Service learning; Social justice – Study and teaching (Secondary); Hispanic American high school students; Hispanic American youth – Education (Secondary); Youth with social disabilities – Education (Secondary)

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

APA (6^th Edition):

Bocci, M. C. (2016). (Re)framing service-learning with youth participatory action research: examining students’ critical agency. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538

Chicago Manual of Style (16^th Edition):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 18, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538.

MLA Handbook (7^th Edition):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Web. 18 Jan 2021.

Vancouver:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2021 Jan 18]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538.

Council of Science Editors:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19538

4. Olivares, Robert R. Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity.

Degree: 2011, University of the Incarnate Word

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3459710

► This quantitative study will assist in exploring previous research findings and identifying possible contributing factors associated with successful college graduation among Hispanics. The objective… (more)

Subjects/Keywords: Hispanic American Studies; Education, Higher

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APA (6^th Edition):

Olivares, R. R. (2011). Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity. (Thesis). University of the Incarnate Word. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3459710

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):

Olivares, Robert R. “Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity.” 2011. Thesis, University of the Incarnate Word. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3459710.

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

MLA Handbook (7^th Edition):

Olivares, Robert R. “Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity.” 2011. Web. 18 Jan 2021.

Vancouver:

Olivares RR. Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity. [Internet] [Thesis]. University of the Incarnate Word; 2011. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459710.

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

Council of Science Editors:

Olivares RR. Exploring variables predictive of bachelor degree completion among Hispanics| A focus on persistence, perseverance, and prosperity. [Thesis]. University of the Incarnate Word; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3459710

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

5. Lucero, Diana Marie. Resiliency of Latino High School Students| The Impact of External and Internal Factors.

Degree: 2012, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3487778

► This study investigated factors promoting academic resiliency within Latino students at an urban high school in the Los Angeles area. The criteria of “on-track”… (more)

Subjects/Keywords: Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Lucero, D. M. (2012). Resiliency of Latino High School Students| The Impact of External and Internal Factors. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487778

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):

Lucero, Diana Marie. “Resiliency of Latino High School Students| The Impact of External and Internal Factors.” 2012. Thesis, Loyola Marymount University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3487778.

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

MLA Handbook (7^th Edition):

Lucero, Diana Marie. “Resiliency of Latino High School Students| The Impact of External and Internal Factors.” 2012. Web. 18 Jan 2021.

Vancouver:

Lucero DM. Resiliency of Latino High School Students| The Impact of External and Internal Factors. [Internet] [Thesis]. Loyola Marymount University; 2012. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487778.

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

Council of Science Editors:

Lucero DM. Resiliency of Latino High School Students| The Impact of External and Internal Factors. [Thesis]. Loyola Marymount University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487778

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

6. Almburg, Anne T. Hispanic parents' and teachers' perceptions of literacy| Finding common ground.

Degree: 2012, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3494999

► The rapid increase in the number of Hispanic students in U.S. schools demands that school personnel meet the needs of Hispanic students and their… (more)

Subjects/Keywords: Education, Elementary; Hispanic American Studies

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APA (6^th Edition):

Almburg, A. T. (2012). Hispanic parents' and teachers' perceptions of literacy| Finding common ground. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3494999

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):

Almburg, Anne T. “Hispanic parents' and teachers' perceptions of literacy| Finding common ground.” 2012. Thesis, Northern Illinois University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3494999.

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

MLA Handbook (7^th Edition):

Almburg, Anne T. “Hispanic parents' and teachers' perceptions of literacy| Finding common ground.” 2012. Web. 18 Jan 2021.

Vancouver:

Almburg AT. Hispanic parents' and teachers' perceptions of literacy| Finding common ground. [Internet] [Thesis]. Northern Illinois University; 2012. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494999.

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

Council of Science Editors:

Almburg AT. Hispanic parents' and teachers' perceptions of literacy| Finding common ground. [Thesis]. Northern Illinois University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494999

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

University of Cincinnati

7. Britigan, Denise H. Health information sources and health literacy levels of Latinos in a midwestern tri-state area.

Degree: 2010, University of Cincinnati

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3389708

► The purpose of this research study was to determine the sources of health information and the health literacy levels of Latinos in the tri-state… (more)

▼ The purpose of this research study was to determine the sources of health information and the health literacy levels of Latinos in the tri-state area and to determine possible relationships with acculturation levels, country of familial origin, or other demographical characteristics. Variables were observed through focus groups and person-to-person orally-administered surveys with adult participants from the local Latino community. The results of this study may facilitate the ability of health educators and other health professionals to understand preferences and abilities of the Latino community and contribute to their ability to deliver culturally competent communication and health education messages. The population studied was a convenience sample of Latino adults ( N = 214) living in a large, metropolitan area ("tri-state area") in the Midwest region of the United States. The 14 hypotheses that the researcher investigated were to see if the sample population's sources of health information varied with their respective health literacy levels (in English and/or Spanish), acculturation, and/or other demographic variables such as country/region of familial origin, length of residence in the U.S., education level, age, or gender. Because the variables mentioned above did not meet the assumption of normality distribution, non-parametric statistical analyses were performed to determine if any statistically significant relationships existed. The results of the analyses showed statistical significance for all of the relationships studied, such that all of the 14 null hypotheses were rejected. Regarding the main source of health information for all of the surveyed participants, almost half chose a medical source as their main source for health information. Two-thirds of the participants that took the S-TOFHLA in Spanish had adequate functional health literacy in Spanish, almost a quarter had low functional health literacy in Spanish, and that the remaining few had marginal functional health literacy in Spanish. A little more than three quarters of the participants read at or below the 7^th-8^th grade level in English as measured by REALM-SF, and less than a quarter at the >=9^th grade level in English. For those participants that took the S-TOFHLA in English, the majority had adequate functional health literacy in English and the remaining two participants each had marginal or low level functional health literacy respectively. Almost all of the participants had high adherence to the Hispanic domain, slightly more than half had low adherence to the Non-Hispanic domain, and that almost half of the research study participants were bicultural (As measured by the Bi-Dimensional Acculturation Scale). A person's health literacy in English (i.e., their ability to read medical terms in English) varied with their health literacy in Spanish, their acculturation to the U.S. cultural domain, their acculturation to the Hispanic…

Subjects/Keywords: Education, Health; Hispanic American Studies

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

APA (6^th Edition):

Britigan, D. H. (2010). Health information sources and health literacy levels of Latinos in a midwestern tri-state area. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3389708

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):

Britigan, Denise H. “Health information sources and health literacy levels of Latinos in a midwestern tri-state area.” 2010. Thesis, University of Cincinnati. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3389708.

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

MLA Handbook (7^th Edition):

Britigan, Denise H. “Health information sources and health literacy levels of Latinos in a midwestern tri-state area.” 2010. Web. 18 Jan 2021.

Vancouver:

Britigan DH. Health information sources and health literacy levels of Latinos in a midwestern tri-state area. [Internet] [Thesis]. University of Cincinnati; 2010. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389708.

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

Council of Science Editors:

Britigan DH. Health information sources and health literacy levels of Latinos in a midwestern tri-state area. [Thesis]. University of Cincinnati; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389708

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

8. Truett, Carol Pierce. "It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism.

Degree: 2013, Northern Arizona University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3548543

► A child with autism can exhibit impaired social interactions, unusual behaviors, and communication disorders that create unique needs and challenges for parents. Although there… (more)

Subjects/Keywords: Education, Special; Hispanic American Studies

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APA (6^th Edition):

Truett, C. P. (2013). "It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism. (Thesis). Northern Arizona University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3548543

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):

Truett, Carol Pierce. “"It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism.” 2013. Thesis, Northern Arizona University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3548543.

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

MLA Handbook (7^th Edition):

Truett, Carol Pierce. “"It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism.” 2013. Web. 18 Jan 2021.

Vancouver:

Truett CP. "It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism. [Internet] [Thesis]. Northern Arizona University; 2013. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548543.

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

Council of Science Editors:

Truett CP. "It is difficult, but you experience a beautiful thing"| Perspectives of Latina/o parents on autism. [Thesis]. Northern Arizona University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3548543

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

The University of Arizona

9. Kleker, Dorea Katrell. What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts.

Degree: 2013, The University of Arizona

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552205

► Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts… (more)

▼ Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts are most commonly evaluated in the days and weeks after teachers return to the U.S. and rarely allow for a long-term, in-depth understanding of the impacts. This dissertation outlines findings from a collaborative action research study that attempted to document the experiences of a small group of K-12 teachers before, during and after their participation in a cross-border experience in Mexico. My overarching questions examined the U.S. school contexts to which four White teachers returned as the under-theorized "next step" to their cross-border experience, specifically seeking to make sense of how new understandings of Mexico influenced their perceptions of, and engagement with Mexican immigrant families. Ongoing inquiry groups were implemented as part of this study; over the course of eighteen months, teachers used this space to critically reflect on their experiences abroad and to plan how they would incorporate new knowledge and understandings into their teaching contexts. Through this process, teachers conceptualized, planned and engaged in three dialogues with Mexican immigrant parents in which they purposefully created a new, "third space" for cross-border narratives, or the mutual sharing of life stories, as they related to their own educational experiences in Mexico and/or the U.S. Utilizing an ethnographic approach, data was collected via field notes and digital recordings of interviews, inquiry group meetings and parent-teacher dialogues. Narrative methods were also used as a principal tool for inquiry and analysis. My findings suggest that the transformative effects of cross-border programs are not solely a result of time spent abroad, but an ongoing process of inquiry, reflection and action once teachers return to the U.S. It was through the transaction of the cross-border experiences, inquiry group meetings, and the powerful narratives that emerged during the parent-teacher dialogues that teachers were able to acknowledge, revisit and rewrite scripts of deficit pertaining to Mexican families at their school site.

Subjects/Keywords: Education, Multilingual; Hispanic American Studies

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APA (6^th Edition):

Kleker, D. K. (2013). What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552205

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):

Kleker, Dorea Katrell. “What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts.” 2013. Thesis, The University of Arizona. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3552205.

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

MLA Handbook (7^th Edition):

Kleker, Dorea Katrell. “What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts.” 2013. Web. 18 Jan 2021.

Vancouver:

Kleker DK. What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts. [Internet] [Thesis]. The University of Arizona; 2013. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552205.

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

Council of Science Editors:

Kleker DK. What happens after the trip? Using teacher inquiry groups to extend a cross-border experience in Mexico into U.S. school contexts. [Thesis]. The University of Arizona; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552205

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

10. Mateo, Lesley Jeanine. The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development.

Degree: 2010, Rowan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3427691

► Using an action research paradigm, this study explored the experiences of Latina faculty, administrators, undergraduates, and graduate students at Emerald University, a four-year public… (more)

Subjects/Keywords: Education, Leadership; Hispanic American Studies

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APA (6^th Edition):

Mateo, L. J. (2010). The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development. (Thesis). Rowan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427691

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):

Mateo, Lesley Jeanine. “The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development.” 2010. Thesis, Rowan University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3427691.

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

MLA Handbook (7^th Edition):

Mateo, Lesley Jeanine. “The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development.” 2010. Web. 18 Jan 2021.

Vancouver:

Mateo LJ. The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development. [Internet] [Thesis]. Rowan University; 2010. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427691.

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

Council of Science Editors:

Mateo LJ. The Latina-Hispanic network| Increasing awareness and representation within higher education for Latina-Hispanic students and professionals by creating opportunities for community, collaboration, and professional development. [Thesis]. Rowan University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427691

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

Wayne State University

11. Martinez, Juan Jose. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.

Degree: 2018, Wayne State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

► Using autoethnographic research for this study, I intimately explore my experiences in school as a Detroit Latino male and the relationship with my family,… (more)

Subjects/Keywords: Bilingual education; Hispanic American studies

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APA (6^th Edition):

Martinez, J. J. (2018). Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

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):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Thesis, Wayne State University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

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

MLA Handbook (7^th Edition):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Web. 18 Jan 2021.

Vancouver:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Internet] [Thesis]. Wayne State University; 2018. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

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

Council of Science Editors:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Thesis]. Wayne State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

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

12. Rodrigues, Carla Machado. Undergraduate Latinas' self-definition of academic success.

Degree: MA, 2012, University of New Hampshire

URL: https://scholars.unh.edu/thesis/181

► This master's level thesis's objective was to gain a better understanding of how a sample of 13 undergraduate Latinas who graduated high school and… (more)

Subjects/Keywords: Education; General; Hispanic American Studies

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APA (6^th Edition):

Rodrigues, C. M. (2012). Undergraduate Latinas' self-definition of academic success. (Thesis). University of New Hampshire. Retrieved from https://scholars.unh.edu/thesis/181

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):

Rodrigues, Carla Machado. “Undergraduate Latinas' self-definition of academic success.” 2012. Thesis, University of New Hampshire. Accessed January 18, 2021. https://scholars.unh.edu/thesis/181.

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

MLA Handbook (7^th Edition):

Rodrigues, Carla Machado. “Undergraduate Latinas' self-definition of academic success.” 2012. Web. 18 Jan 2021.

Vancouver:

Rodrigues CM. Undergraduate Latinas' self-definition of academic success. [Internet] [Thesis]. University of New Hampshire; 2012. [cited 2021 Jan 18]. Available from: https://scholars.unh.edu/thesis/181.

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

Council of Science Editors:

Rodrigues CM. Undergraduate Latinas' self-definition of academic success. [Thesis]. University of New Hampshire; 2012. Available from: https://scholars.unh.edu/thesis/181

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

University of California – Berkeley

13. Martinez-Calderon, Carmen. Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students.

Degree: Education, 2010, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/19b2n9mc

► AbstractThis research project lies at the intersection of immigrant incorporation, academic institutions, urban politics and U.S. law. I am interested on the role of local,… (more)

▼ AbstractThis research project lies at the intersection of immigrant incorporation, academic institutions, urban politics and U.S. law. I am interested on the role of local, state, and federal laws and policies in creating institutional conditions and fostering social networks that influence democratic politics and levels of immigrant assimilation and incorporation. To that end, I investigate the social networking ability of academic institutional actors (specifically undocumented AB540 students) based on conditions created and fostered by state and federal policy within schools. I examine the role of schools and school activities in offering opportunities and creating (or not) fertile conditions for social networking that may ultimately lead to segmented patterns of academic achievement and/or social incorporation of immigrant students and I analyze the role of undocumented AB540 students within these networks in democratic politics, more specifically in creating, re-creating, and/or re-defining legality. For over three years, I conducted brief and in-depth interviews with 20 undocumented AB540 students and executed monthly shadowing sessions and participant observations of 6 of these student participants. I also conducted archival research, including legislative histories of immigration and education policies, and analyzed the content of coverage in local mainstream and ethnic media, including newspapers and talk-shows. Based on this multi-method research design, I argue that local, state, and federal policies create institutional conditions that offer opportunities for undocumented immigrants to latch on to social networks that may affect their levels of academic achievement and social incorporation. This in turn, helps us to understand the varying and segmented patterns of academic achievement and social incorporation of immigrant youth that continue to maintain structures of social inequality. This project expands upon the literature on immigrant assimilation and incorporation by analyzing the benefits and drawbacks of local, state and federal laws like Plyler vs. Doe and AB540 that grant undocumented youth opportunities for inclusion and incorporation through education yet, at the same time they set limitations that often lead to social and economic barriers and consequently end up sending mixed and conflicting messages. This project also contributes to the literature on the schooling of immigrant children and youth, particularly Latino youth. In the last half-century, schooling has emerged as both - "the first sustained, meaningful, and enduring participation in an institution of the new society" and "the surest path to well-being and status mobility" (Suarez-Orozco, C., Suarez-Orozco, M., Todorova, p. 2, 2008). In schools, immigrant youth forge new friendships, create and solidify social networks, and acquire the academic, linguistic, and cultural knowledge that ultimately sustains them throughout their journey in the U.S. This said, my project also contributes to literature on social capital as…

Subjects/Keywords: Education, General; Hispanic American Studies; Sociology; Higher Education; Immigrant Youth; Law; Mexican Students; Rural Immigrants; Undocumented Students

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APA (6^th Edition):

Martinez-Calderon, C. (2010). Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/19b2n9mc

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):

Martinez-Calderon, Carmen. “Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students.” 2010. Thesis, University of California – Berkeley. Accessed January 18, 2021. http://www.escholarship.org/uc/item/19b2n9mc.

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

MLA Handbook (7^th Edition):

Martinez-Calderon, Carmen. “Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students.” 2010. Web. 18 Jan 2021.

Vancouver:

Martinez-Calderon C. Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2021 Jan 18]. Available from: http://www.escholarship.org/uc/item/19b2n9mc.

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

Council of Science Editors:

Martinez-Calderon C. Out of the Shadows: An Inquiry into the Lives of Undocumented Latino AB540 Students. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/19b2n9mc

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

University of Texas – Austin

14. Morton, Karisma Lucia. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.

Degree: PhD, Science, Technology, Engineering & Mathematics Education, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/62329

► Achieving equity in math education requires investigations into issues of access as well as experiences of students in their math classrooms. In this dissertation, I… (more)

Subjects/Keywords: Equity; Math education; Black and Hispanic youth

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APA (6^th Edition):

Morton, K. L. (2017). Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62329

Chicago Manual of Style (16^th Edition):

Morton, Karisma Lucia. “Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed January 18, 2021. http://hdl.handle.net/2152/62329.

MLA Handbook (7^th Edition):

Morton, Karisma Lucia. “Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth.” 2017. Web. 18 Jan 2021.

Vancouver:

Morton KL. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/2152/62329.

Council of Science Editors:

Morton KL. Searching for equity in math education : an examination into issues of course access and classroom experiences for Black and Hispanic youth. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62329

15. Pulido, Isaura Betzabe. Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse.

Degree: 2008, University of Illinois at Urbana-Champaign

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3314968

► This dissertation investigates the interrelationships among Mexican and Puerto Rican youth in Chicago, schooling, and hip hop music as critical pedagogy. Using Critical Race… (more)

Subjects/Keywords: Education, Mathematics; American Studies; Hispanic American Studies

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APA (6^th Edition):

Pulido, I. B. (2008). Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse. (Thesis). University of Illinois at Urbana-Champaign. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3314968

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):

Pulido, Isaura Betzabe. “Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse.” 2008. Thesis, University of Illinois at Urbana-Champaign. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3314968.

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

MLA Handbook (7^th Edition):

Pulido, Isaura Betzabe. “Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse.” 2008. Web. 18 Jan 2021.

Vancouver:

Pulido IB. Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse. [Internet] [Thesis]. University of Illinois at Urbana-Champaign; 2008. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3314968.

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

Council of Science Editors:

Pulido IB. Knowledge-the fifth element of hip hop music| Mexican and Puerto Rican youth engagement of hip hop as critically rac(ed) education discourse. [Thesis]. University of Illinois at Urbana-Champaign; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3314968

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

16. Fallah, Niloofar. Familial, academic, and interpersonal predictors of attributional style in Latino youth.

Degree: 2014, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Fallah_uncg_0154D_11575.pdf

► Objective: This study examined associations between family and school factors, attributional style and depressive symptoms in Latino adolescents. Familism and school social support were examined… (more)

Subjects/Keywords: Attribution (Social psychology) in children; Depression in adolescence; Hispanic American youth $x Mental health; Hispanic American youth $x Family relationships; Hispanic American youth $x Social conditions

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APA (6^th Edition):

Fallah, N. (2014). Familial, academic, and interpersonal predictors of attributional style in Latino youth. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Fallah_uncg_0154D_11575.pdf

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):

Fallah, Niloofar. “Familial, academic, and interpersonal predictors of attributional style in Latino youth.” 2014. Thesis, NC Docks. Accessed January 18, 2021. http://libres.uncg.edu/ir/uncg/f/Fallah_uncg_0154D_11575.pdf.

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

MLA Handbook (7^th Edition):

Fallah, Niloofar. “Familial, academic, and interpersonal predictors of attributional style in Latino youth.” 2014. Web. 18 Jan 2021.

Vancouver:

Fallah N. Familial, academic, and interpersonal predictors of attributional style in Latino youth. [Internet] [Thesis]. NC Docks; 2014. [cited 2021 Jan 18]. Available from: http://libres.uncg.edu/ir/uncg/f/Fallah_uncg_0154D_11575.pdf.

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

Council of Science Editors:

Fallah N. Familial, academic, and interpersonal predictors of attributional style in Latino youth. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Fallah_uncg_0154D_11575.pdf

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

17. Bocci, Melissa Cochrane. (Re)framing service-learning with youth participatory action research: examining students’ critical agency.

Degree: 2016, NC Docks

URL: http://libres.uncg.edu/ir/uncg/f/Bocci_uncg_0154D_11851.pdf

► The current push for K-12 service-learning, particularly as an intervention strategy for “at-risk” youth, makes more urgent the need for critical service-learning constructions that counter… (more)

Subjects/Keywords: Action research in education; Service learning; Social justice $x Study and teaching (Secondary); Hispanic American high school students; Hispanic American youth $x Education (Secondary); Youth with social disabilities $x Education (Secondary)

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APA (6^th Edition):

Bocci, M. C. (2016). (Re)framing service-learning with youth participatory action research: examining students’ critical agency. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Bocci_uncg_0154D_11851.pdf

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):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Thesis, NC Docks. Accessed January 18, 2021. http://libres.uncg.edu/ir/uncg/f/Bocci_uncg_0154D_11851.pdf.

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

MLA Handbook (7^th Edition):

Bocci, Melissa Cochrane. “(Re)framing service-learning with youth participatory action research: examining students’ critical agency.” 2016. Web. 18 Jan 2021.

Vancouver:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Internet] [Thesis]. NC Docks; 2016. [cited 2021 Jan 18]. Available from: http://libres.uncg.edu/ir/uncg/f/Bocci_uncg_0154D_11851.pdf.

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

Council of Science Editors:

Bocci MC. (Re)framing service-learning with youth participatory action research: examining students’ critical agency. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Bocci_uncg_0154D_11851.pdf

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

18. Jonas, Michele. Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents.

Degree: Education, 2016, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/7pk9n3jt

► Giving advice, or consejos, has emerged from the qualitative literature as a culturally based parent involvement (PI) strategy used by Latino families. However, previous studies… (more)

▼ Giving advice, or consejos, has emerged from the qualitative literature as a culturally based parent involvement (PI) strategy used by Latino families. However, previous studies have only examined this practice in small samples of parents and children. One aim of this dissertation was to examine the consejos that were heard by adolescent children in a wider population than previously studied. Based on the assumption that parents might shift their advice-giving practices depending on the resources that are available to them as well as the characteristics of their child, another aim of the study was to examine whether the messages that adolescents heard varied depending on the constraints and allowances in their proximal environments (i.e., resources in the school, from parents, and capabilities within the student). Special attention was paid to the context of the relationship of parent and child as a key factor that might influence the type of messages parents relayed and how their children received them. Another goal was to investigate adolescents’ perceptions of the consejos they heard, namely, whether they found them useful as they navigated high school and whether these perceptions changed when there were variations in the adolescents’ resources. Participants included 240 Latino adolescents from two urban high schools in Northern California. A new instrument was developed based on previous qualitative studies to assess the types of consejos that students heard and how useful they found them. Overall, the adolescents reported hearing many of the consejo messages and found them fairly useful in helping them do their best at school. Closeness to a parent (or other adult in the family) was the main contextual factor associated with how many messages adolescents heard overall and in several content domains. Varying resources at the school, parent, and student levels were associated with how useful students perceived the different types of consejos. This study contributes new information about how widespread different kinds of consejos are in a much larger sample than previously studied. It also sheds light on the dynamic nature of cultural practices and the diversity among Latino families by showing that variations in structural and individual resources were associated with differences in how consejos were given and received.

Subjects/Keywords: Education; Educational psychology; Advice; consejos; Hispanic adolescents; Latino/Hispanic Families; Latino/Hispanic youth; parent involvement

5 more images…

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

APA (6^th Edition):

Jonas, M. (2016). Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7pk9n3jt

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):

Jonas, Michele. “Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents.” 2016. Thesis, University of California – Berkeley. Accessed January 18, 2021. http://www.escholarship.org/uc/item/7pk9n3jt.

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

MLA Handbook (7^th Edition):

Jonas, Michele. “Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents.” 2016. Web. 18 Jan 2021.

Vancouver:

Jonas M. Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2021 Jan 18]. Available from: http://www.escholarship.org/uc/item/7pk9n3jt.

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

Council of Science Editors:

Jonas M. Consejos: A Closer Look at Parental Advice Heard By Latino Adolescents. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/7pk9n3jt

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

19. Hecimovich, Julie A. Hispanic males and declining enrollment in higher education.

Degree: 2011, Gonzaga University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1492727

► Hispanic males, 18 to 35-years, have declining enrollment in institutions of higher learning, falling behind their female counterparts and males in most large ethnic… (more)

Subjects/Keywords: Education, Multilingual; Hispanic American Studies; Education, Higher

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APA (6^th Edition):

Hecimovich, J. A. (2011). Hispanic males and declining enrollment in higher education. (Thesis). Gonzaga University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1492727

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):

Hecimovich, Julie A. “Hispanic males and declining enrollment in higher education.” 2011. Thesis, Gonzaga University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1492727.

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

MLA Handbook (7^th Edition):

Hecimovich, Julie A. “Hispanic males and declining enrollment in higher education.” 2011. Web. 18 Jan 2021.

Vancouver:

Hecimovich JA. Hispanic males and declining enrollment in higher education. [Internet] [Thesis]. Gonzaga University; 2011. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1492727.

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

Council of Science Editors:

Hecimovich JA. Hispanic males and declining enrollment in higher education. [Thesis]. Gonzaga University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1492727

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

Texas A&M University

20. Silva, Rito, Jr. The career development of successful Hispanic administrators in higher education| A Delphi study.

Degree: 2007, Texas A&M University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3281008

► The purpose of this study was twofold: (1) to identify the successful experiences and strategies implemented by Hispanic administrators who have a successful career in… (more)

▼ The purpose of this study was twofold: (1) to identify the successful experiences and strategies implemented by Hispanic administrators who have a successful career in higher education and (2) to take a futuristic look at the careers of Hispanic administrators in higher education by identifying recommendations and strategies proposed by a panel of successful Hispanic administrators to help Hispanics in the future. To focus on the career development of Hispanic administrators, a Delphi panel of 11 administrators who serve in the role of Vice-Presidents, Presidents and Chancellors from across the country was utilized. This research used a computer-based Delphi technique. A portion of the three-round study was sponsored by the Center for Distance Learning Research (CDLR) at Texas A&M University. The first round was open-ended. Panelists were asked to answer four research questions. Those items were then put into common themes and sent out for rankings on a 4 point Likert scale for Round 2. Panelists were also given another opportunity to add items to the list during Round 2. Round 3 asked panelists to review their rankings, group rankings and standard deviations. Then they were given an opportunity to change their rankings or keep them the same. Panelists also ranked items that were added during Round 2. A consensus was established on items that were rated either a 3 (agree) or a 4 (strongly agree) by all panelists. Through this study, a total of 48 items met consensus on the four research questions. Many of the items that met consensus addressed the need of inter- and intra-personal skills as well as leadership abilities. Among the highest ranking items were obtaining a doctoral degree, personal motivation, ability to work with others, communication skills and people skills. Among the recommendations, based on the consensus items, are the creation of a University Minority Graduate Identification Program and the development of an Executive Leadership Program for Minorities.

Subjects/Keywords: Education, Administration; Hispanic American Studies; Education, Higher

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APA (6^th Edition):

Silva, Rito, J. (2007). The career development of successful Hispanic administrators in higher education| A Delphi study. (Thesis). Texas A&M University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3281008

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):

Silva, Rito, Jr. “The career development of successful Hispanic administrators in higher education| A Delphi study.” 2007. Thesis, Texas A&M University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3281008.

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

MLA Handbook (7^th Edition):

Silva, Rito, Jr. “The career development of successful Hispanic administrators in higher education| A Delphi study.” 2007. Web. 18 Jan 2021.

Vancouver:

Silva, Rito J. The career development of successful Hispanic administrators in higher education| A Delphi study. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3281008.

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

Council of Science Editors:

Silva, Rito J. The career development of successful Hispanic administrators in higher education| A Delphi study. [Thesis]. Texas A&M University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3281008

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

Iowa State University

21. Cabrales, Jose Angel. Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution.

Degree: 2011, Iowa State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3458249

► There has been a growing body of research on Latina/o undergraduate students, primarily in the areas of access and retention, yet there is limited… (more)

Subjects/Keywords: Education, Finance; Hispanic American Studies; Education, Higher

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APA (6^th Edition):

Cabrales, J. A. (2011). Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution. (Thesis). Iowa State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3458249

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):

Cabrales, Jose Angel. “Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution.” 2011. Thesis, Iowa State University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3458249.

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

MLA Handbook (7^th Edition):

Cabrales, Jose Angel. “Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution.” 2011. Web. 18 Jan 2021.

Vancouver:

Cabrales JA. Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution. [Internet] [Thesis]. Iowa State University; 2011. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458249.

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

Council of Science Editors:

Cabrales JA. Conceptualizing Latina/o philanthropy in higher education| A study of Latina/o undergraduate alumni from a predominantly white Jesuit institution. [Thesis]. Iowa State University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3458249

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

California State University, Sacramento

22. Topete, Hector Edward. The relationship between peer perceptions and grades among Latino high school students| Myth or reality?.

Degree: 2011, California State University, Sacramento

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3480183

► The purpose of this quantitative study was to examine the relationship between peer perceptions and grades among Latino high school students in an urban… (more)

Subjects/Keywords: Education, Leadership; Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Topete, H. E. (2011). The relationship between peer perceptions and grades among Latino high school students| Myth or reality?. (Thesis). California State University, Sacramento. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3480183

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):

Topete, Hector Edward. “The relationship between peer perceptions and grades among Latino high school students| Myth or reality?.” 2011. Thesis, California State University, Sacramento. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3480183.

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

MLA Handbook (7^th Edition):

Topete, Hector Edward. “The relationship between peer perceptions and grades among Latino high school students| Myth or reality?.” 2011. Web. 18 Jan 2021.

Vancouver:

Topete HE. The relationship between peer perceptions and grades among Latino high school students| Myth or reality?. [Internet] [Thesis]. California State University, Sacramento; 2011. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3480183.

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

Council of Science Editors:

Topete HE. The relationship between peer perceptions and grades among Latino high school students| Myth or reality?. [Thesis]. California State University, Sacramento; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3480183

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

23. Dominguez, Connie. How first-generation Latino commuter undergraduates persist to degree completion.

Degree: 2012, Saint Mary's College of California

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3487790

► In recent years, Latinos have experienced the highest rate of increase in college enrollment among major ethnic groups. However, because they also tend to… (more)

▼ In recent years, Latinos have experienced the highest rate of increase in college enrollment among major ethnic groups. However, because they also tend to be first-generation college students, live at home, and work, they are least likely to persist to bachelor degree completion. Using a semi-structured interview, this qualitative descriptive study explored factors that fostered persistence of 20 first-generation, Latino commuter-university, bachelor degree graduates who faced those challenges. Findings revealed that such students encounter obstacles that hinder college persistence almost immediately upon entry. Having no one to explain in advance how college “works,” they cannot adequately anticipate the academic demands and responsibilities, nor do they understand how to navigate the administrative system. They are also constantly overwhelmed at having to juggle not only work and schoolwork, but also traditional Latino family obligations required of them by parents who also do not understand what being a college student entails. Other factors, however, helped them overcome these challenges: support from parents, financial aid programs, and on-campus relationships. The most important parental support was permission for the student to use work earnings for college expenses. Financial aid programs were essential to supplement these earnings and whatever modest financial support parents might provide. On-campus relationships were a critical aspect of Latino students’ support system. Staff provided essential personal academic advising. Faculty—especially Latino faculty—offered caring personal attention and role models. Equally important were relationships with other Latino students, which provided needed information and cultural affinity. Seeing others “like me” succeed helped these students believe they, too, could persist and graduate. Educators and administrators at commuter universities can positively affect Latino college persistence by increasing students’ knowledge about and access to financial aid, offering programs that prepare Latino students and their parents for the multiple demands of being a college student, and establishing structures designed to increase Latino students’ social and academic integration. Given current demographic shifts, improving Latino college graduation rates are not only a question of equity and social justice, but may be an important factor in the future overall health of the United States economy.

Subjects/Keywords: Education, Leadership; Hispanic American Studies; Education, Higher

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

APA (6^th Edition):

Dominguez, C. (2012). How first-generation Latino commuter undergraduates persist to degree completion. (Thesis). Saint Mary's College of California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487790

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):

Dominguez, Connie. “How first-generation Latino commuter undergraduates persist to degree completion.” 2012. Thesis, Saint Mary's College of California. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3487790.

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

MLA Handbook (7^th Edition):

Dominguez, Connie. “How first-generation Latino commuter undergraduates persist to degree completion.” 2012. Web. 18 Jan 2021.

Vancouver:

Dominguez C. How first-generation Latino commuter undergraduates persist to degree completion. [Internet] [Thesis]. Saint Mary's College of California; 2012. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487790.

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

Council of Science Editors:

Dominguez C. How first-generation Latino commuter undergraduates persist to degree completion. [Thesis]. Saint Mary's College of California; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487790

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

Colorado State University

24. Gabriel, Maria L. Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories.

Degree: 2012, Colorado State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3489869

► This study examines the experiences of Hispanic and Latina/o middle and high school students in a public school district in Northern Colorado over four… (more)

Subjects/Keywords: Education, Leadership; Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Gabriel, M. L. (2012). Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories. (Thesis). Colorado State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3489869

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):

Gabriel, Maria L. “Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories.” 2012. Thesis, Colorado State University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3489869.

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

MLA Handbook (7^th Edition):

Gabriel, Maria L. “Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories.” 2012. Web. 18 Jan 2021.

Vancouver:

Gabriel ML. Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories. [Internet] [Thesis]. Colorado State University; 2012. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489869.

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

Council of Science Editors:

Gabriel ML. Voices of Hispanic and Latina/o secondary students in Northern Colorado| Poetic counterstories. [Thesis]. Colorado State University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3489869

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

Indiana University

25. Gross, Jacob P.K. Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment.

Degree: 2009, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3344621

► At a time when Latinos make up an increasing proportion of the U.S. school population and increasingly seek entrance to postsecondary education the role… (more)

▼ At a time when Latinos make up an increasing proportion of the U.S. school population and increasingly seek entrance to postsecondary education the role of financial aid in postsecondary access remains in flux and uncertain. Though federal, state, and institutional grants have historically helped the lowest income students pay for their educational costs, grants have generally not kept pace with increasing costs (Advisory Committee on Student Financial Assistance, 2001; Ficklen & Stone, 2002). Therefore, education costs have increasingly shifted to students and their families via loans. This shift has a disproportionately negative effect on Latinos (as well as African Americans), who are more likely to come from low- to low-middle income families (Price, 2004). Moreover, recent data suggest that concerns about affordability and access are not the sole domain of low-income families. While the net price (total costs less total grant aid) paid by low-income (<40,000) students as a proportion of total income remained constant between 1992-1993 and 2003-2004 for students enrolled at public four-year institutions, students from low-middle income (40,000 to 69,999) families in the same sector paid more as a proportion of total income. Although low-income students still pay a disproportionately high percent of family income for school (particularly when room and board is included), grant aid helps reduce the net price relatively more for them than for low-middle income students (Baum, Brodigan, & Ma, 2007). It is in this context that this study responds to calls from Carter (2006) and others (Nora, 1990; Nora & Cabrera, 1996; St. John, Paulsen, & Carter, 2005) for more research on the effects of financial aid on underrepresented students. Specifically this study asks, “To what extent do loans, grants, institutional aid, and work-study affect the educational attainment of Latinos and how do these effects change over time?” In addition, this study seeks to address limitations in cross-sectional approaches to studying financial aid use among underrepresented students by employing event history analysis (EHA), a longitudinal method to ascertain the effects of aid in differing time periods. The goal, therefore, is to not only understand more about whether aid promotes or perturbs access for Latinos, but as importantly when those effects occur and how they may vary over time.

Subjects/Keywords: Education, Finance; Hispanic American Studies; Education, Higher

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

APA (6^th Edition):

Gross, J. P. K. (2009). Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3344621

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):

Gross, Jacob P K. “Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment.” 2009. Thesis, Indiana University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3344621.

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

MLA Handbook (7^th Edition):

Gross, Jacob P K. “Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment.” 2009. Web. 18 Jan 2021.

Vancouver:

Gross JPK. Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment. [Internet] [Thesis]. Indiana University; 2009. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3344621.

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

Council of Science Editors:

Gross JPK. Promoting or perturbing access| An event history analysis of the effects of financial aid on Latino students' educational attainment. [Thesis]. Indiana University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3344621

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

26. Macias, Angela. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.

Degree: 2013, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

► This qualitative study employed narrative inquiry methodology to study funds of knowledge of working-class Latino students. This study involved the construction of personal narratives… (more)

▼ This qualitative study employed narrative inquiry methodology to study funds of knowledge of working-class Latino students. This study involved the construction of personal narratives based on written and oral responses from participants. Participants included ten Latino students, five parents of Latino students, and five teachers of Latino students. The participants were all drawn from one high school in a working class community of Southern California with a high population of Latino families. Interviews consisting of six open-ended questions were conducted with parents and teachers. Student participants completed Photovoice journals in which they addressed people, places, things, and situations that affect their learning. Additional data was gathered from documents such as teachers' lesson plans, maps of local demographics, and field notes taken by the researcher during interviews and class discussions. Findings showed that all students' funds of knowledge consisted of relationships with family and friends, skills related to communication, and skills related to decision-making. These were evident in students' writing by the choices of topics included in journals, emphasis of relationships with important people, and details given about networks of support for success in school. These ideas were also emphasized in parent interviews, indicating close relationships with parents and children. Another finding was that most teachers did not have positive opinions of students' academic support at home. All parents and teachers had a positive view of the school, but the interpretation of students' funds of knowledge was not consistent. Parents valued the relationships and positive influence of siblings and relatives as well as their children's ability to communicate. Teachers seemed to overlook some of these funds of knowledge and tended to focus on more specific instances of school preparation and negative peer influences. Overall, funds of knowledge relied on interactions and relationships. Some conclusions drawn from this study are that teachers may have a limited understanding of students' resources and family values that could be valuable assets to learning. Teachers who have firsthand experience with the school community in their personal lives had a perspective that more closely matched that of parents. Recommendations were made for implementing funds of knowledge, which included implementing aspects of home life and family dynamics into elements of classroom lessons.

Subjects/Keywords: Education, Multilingual; Education, Secondary; Hispanic American Studies

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

APA (6^th Edition):

Macias, A. (2013). Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

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):

Macias, Angela. “Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.” 2013. Thesis, University of Redlands. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3549283.

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

MLA Handbook (7^th Edition):

Macias, Angela. “Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement.” 2013. Web. 18 Jan 2021.

Vancouver:

Macias A. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. [Internet] [Thesis]. University of Redlands; 2013. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283.

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

Council of Science Editors:

Macias A. Funds of Knowledge of Working-Class Latino Students And Influences on Student Engagement. [Thesis]. University of Redlands; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3549283

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

27. Grotenhuis, Louise. Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school.

Degree: 2010, Mills College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3413266

► As traditionally elite, predominantly white independent schools build endowments, increase financial aid and strategize how to recruit and retain underrepresented students, it is imperative… (more)

Subjects/Keywords: Education, Multilingual; Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Grotenhuis, L. (2010). Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school. (Thesis). Mills College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3413266

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):

Grotenhuis, Louise. “Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school.” 2010. Thesis, Mills College. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3413266.

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

MLA Handbook (7^th Edition):

Grotenhuis, Louise. “Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school.” 2010. Web. 18 Jan 2021.

Vancouver:

Grotenhuis L. Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school. [Internet] [Thesis]. Mills College; 2010. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413266.

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

Council of Science Editors:

Grotenhuis L. Second generation Mexican American alumni's experiences of academic access and outcomes in a traditionally elite, predominantly white, independent secondary school. [Thesis]. Mills College; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3413266

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

University of Connecticut

28. Buller, Gail Elizabeth. Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates.

Degree: 2010, University of Connecticut

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3415572

► Latinos are dropping out of high school at rates much higher than that of other racial or cultural groups. Many Latino students, however, are… (more)

▼ Latinos are dropping out of high school at rates much higher than that of other racial or cultural groups. Many Latino students, however, are trying to achieve academic success through their participation in specially-designed programs such as Upward Bound. A program that is funded by the federal government, Upward Bound aims to increase the rate at which socioeconomically disadvantaged students and students placed at risk for failure complete high school and enroll in and graduate from college. In Connecticut, a large portion of the Upward Bound program, which is merged with the state-funded ConnCAP program, occurs during the summer Each summer after the ninth, tenth, and eleventh grades, approximately one hundred Upward Bound/ConnCAP students from four Connecticut cities spend six weeks living on the University of Connecticut's campus. There, they participate in a rigorous program designed to advance their academic skills in literature, composition, foreign languages, science, and mathematics (Upward Bound/ConnCAP, 2003). During the 2008 summer program at the University of Connecticut, I investigated the experiences and perceptions of eight Latino students and graduates of the program through a series of three semi-structured interviews (Seidman, 2006). Some questions that were explored include how the students and graduates perceive or did perceive the effects of their participation in the Upward Bound/ConnCAP summer program in relation to their success in high school and their preparation and planning for college and their futures. I also asked the students and graduates to identify the components of the Upward Bound/ConnCAP summer program that they believe are the most effective for achieving school success and college attendance. I simultaneously performed data collection and analysis, using the constant comparative method (Glaser & Strauss, 1967). Interviews were coded within the framework of Role-Identity Theory and the theory of Accommodation without Assimilation. Findings suggest that aside from the academic portion, many participants perceive social aspects of the Upward Bound/ConnCAP summer program as helping them achieve success. It is also shown that many participants' activities outside of Upward Bound/ConnCAP are compatible with the ideals and goals set forth by the program and are perceived as helpful in reaching those goals.

Subjects/Keywords: Education, Evaluation; Education, Multilingual; Hispanic American Studies

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

APA (6^th Edition):

Buller, G. E. (2010). Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates. (Thesis). University of Connecticut. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3415572

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):

Buller, Gail Elizabeth. “Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates.” 2010. Thesis, University of Connecticut. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3415572.

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

MLA Handbook (7^th Edition):

Buller, Gail Elizabeth. “Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates.” 2010. Web. 18 Jan 2021.

Vancouver:

Buller GE. Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates. [Internet] [Thesis]. University of Connecticut; 2010. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415572.

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

Council of Science Editors:

Buller GE. Perceptions of the impact of Upward Bound on academic success| Case studies of Northeast Latino students and graduates. [Thesis]. University of Connecticut; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415572

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

29. Lopez, Gloria. Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education.

Degree: 2014, University of Massachusetts Boston

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3622198

► The purpose of my study was to explore the role of cultural values in the lived experiences of Latino college and university presidents at… (more)

▼ The purpose of my study was to explore the role of cultural values in the lived experiences of Latino college and university presidents at four-year higher education institutions and to determine how cultural values contributed to and reflected their professional strengths. Using the Community Cultural Wealth framework developed by Tara Yosso (2005) to capture the assets or forms of capital that people of color bring with them to all settings, this study utilized a strengths-based approach to examine the ways in which Latino higher education executives translated their cultural upbringing and values into skills and approaches that facilitated their ascension in the field of higher education. In semi-structured conversational interviews with 14 of the 21 identified four-year Latino college presidents, I explored a). the factors that facilitated Latino college presidents' success, b). the ways in which presidents used their cultural background and cultural values to ascend to leadership roles, and c). how their cultural backgrounds guided their approaches to and view of their role in higher education. I conducted a qualitative study using testimonio, a form of narrative inquiry that began in Latin American studies as a way to expose the experiences and injustices endured by oppressed groups. Through testimonios marginalized individuals tell of their lived experiences to raise awareness of racism, classism or other forms of oppression and to also effect change. Testimonio and critical race theory are also based on individual narratives representing the collective experience of communities. Since this study looked at how Latino college presidents viewed the role of their cultural backgrounds in their careers, testimonios allowed me to capture the commonalities of those experiences. This study adds to the literature by using the Community Cultural Wealth model and an assets-based approach to examine different cultural aspects or forms of capital of Latino college presidents and the role of these cultural elements in their ascent to a presidency. This study uncovered the extent to which culture has been a positive force and inspiration in the professional careers of Latino college presidents.

Subjects/Keywords: Education, Higher Education Administration; Hispanic American Studies

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

APA (6^th Edition):

Lopez, G. (2014). Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education. (Thesis). University of Massachusetts Boston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3622198

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):

Lopez, Gloria. “Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education.” 2014. Thesis, University of Massachusetts Boston. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3622198.

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

MLA Handbook (7^th Edition):

Lopez, Gloria. “Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education.” 2014. Web. 18 Jan 2021.

Vancouver:

Lopez G. Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education. [Internet] [Thesis]. University of Massachusetts Boston; 2014. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3622198.

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

Council of Science Editors:

Lopez G. Pa'lante! Toward the presidency| Understanding factors that facilitate Latino leadership in higher education. [Thesis]. University of Massachusetts Boston; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3622198

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

Chapman University

30. Melancon-Whitehead, Cheri Denise. Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences.

Degree: 2014, Chapman University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3629164

► Young Latino men reflect on their high school experiences in multi-stage phenomenologically-based interviews. These six participants had transitioned out of high school and no… (more)

Subjects/Keywords: Education, Special; Education, Secondary; Hispanic American Studies

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APA (6^th Edition):

Melancon-Whitehead, C. D. (2014). Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences. (Thesis). Chapman University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629164

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):

Melancon-Whitehead, Cheri Denise. “Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences.” 2014. Thesis, Chapman University. Accessed January 18, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3629164.

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

MLA Handbook (7^th Edition):

Melancon-Whitehead, Cheri Denise. “Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences.” 2014. Web. 18 Jan 2021.

Vancouver:

Melancon-Whitehead CD. Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences. [Internet] [Thesis]. Chapman University; 2014. [cited 2021 Jan 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629164.

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

Council of Science Editors:

Melancon-Whitehead CD. Looking Back and Speaking Out| Young Latino Men Reflect on Their High School Experiences. [Thesis]. Chapman University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629164

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

Open Access Theses and Dissertations