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1
Stoffle, Richard W., Vlack Kathleen A. Van, Rebecca S. Toupal, Sean O’Meara, and Jessica Medwied-Savage. "The Old Spanish Trail and Hispanic Communities Photograph Collection." University of Arizona Libraries, Special Collections, 2013. http://hdl.handle.net/10150/297034.
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This is a slide show of selected photographs from the Old Spanish Trail and Hispanic Communities Ethnographic Study. These photographs serve as supplemental materials for the two reports and offers illustrations of the people, places and resources.
2
Torres, David L., and Melissa Amado. "The quest for power: Hispanic collective action in frontier Arizona." Mexican American Studies & Research Center, The University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/624809.
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Fernandez, Viola. "Hispanic Preferences in Organizational Recruiting Ads." Honors in the Major Thesis, University of Central Florida, 2003. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/412.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Psychology
4
Alvarez, Luisa F. "Hispanic consumers' perspectives of green hotels." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1230.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Rosen College of Hospitality Management
Hospitality Management
5
Montagner, Angelo. "Socio-economic influences on the party affiliation of hispanic voters." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/885.
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Voting analysts in the United States have attempted to predict political orientation based on race, gender, occupation, educational achievement, and economic background. Yet, the substantial amount of research available on these factors has been directed toward the understanding of the white-majority vote. Now, as a result of the overwhelming growth of ethnic minority populations scholars are beginning to look at the potential decisive role of ethnic minority voters. Part of this newly formed voting bloc consists of Hispanics which are now one of the fastest and largest racial minority groups in the United States. This thesis aims to understand the Hispanic electorate by addressing their social mobility. Furthermore, this research will shed light into the socio-economic factors affecting the political affiliation of Hispanic voters.B.A.
Bachelors
Sciences
Political Science
6
Silviera, Matthew Leon. "Examining the Hispanic Paradox in Post-Operative Complication Rates." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/84324.
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Clinical Research and Translational MedicineM.S.
INTRODUCTION: Racial disparities exist in both healthcare access and outcomes. Despite high poverty rates, less education, and worse access to healthcare, the Hispanic population as a whole experiences equal, if not better outcomes compared to their non- Hispanic White counterparts. We sought to determine if race was significantly associated with the development of serious post-operative complications (POC) among patients undergoing intra-abdominal general surgical procedures. METHODS: We performed a retrospective cohort study of patients undergoing appendectomy, cholecystectomy, or colectomy at a single healthcare system over a 12 month period. Medical records were reviewed for patient demographics, co-morbidities, operative variables, and the occurrence of selected post-operative complications. Variables found to be significantly associated with the development of a POC on univariate analysis were entered into a multivariate logistic regression model to determine the effect of Hispanic race on POC. Additionally, we constructed a propensity score adjusted logistic regression model as a confirmation of our findings. RESULTS: Among 456 patients, 48 (10.5%) developed a POC. Hispanic race, age, tobacco use, selected co-morbidities, surgical procedure and surgical approach were all associated with POC on univariate analysis. On multivariate logistic regression analysis, after adjusting for confounders, Hispanic race, age, tobacco use, and surgical approach were all significantly associated with POC. Hispanic race was the strongest independent predictor, and was found to be protective against the development of a POC (adjusted OR= 0.22, p-value=0.048). The propensity score adjusted regression model provided a similar estimate of the effect of Hispanic race on POC (adjusted OR= 0.20, p-value=0.03). CONCLUSIONS: We have demonstrated that Hispanic patients undergoing common intra-abdominal surgical procedures have lower rates of serious post-operative complications, even after adjusting for patient demographics, co-morbidities, and operative variables. This, and other existing data, suggests that Hispanic patients may incur some type of overall health advantage despite the socioeconomic hardships they often face.
Temple University--Theses
7
Gänger, Stefanie Maria. "The collecting and study of pre-Hispanic remains in Peru and Chile, c. 1830s-1910s." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609366.
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Fox, Lawrence Marc. "ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?" Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2440.
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This study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in academic achievement based on gender, (c) to determine differences in academic achievement based on LEP status, and (d) to determine if there is a relationship between grade point average and FCAT Reading scores and FCAT Mathematic scores. The findings of this study were delineated through an examination of data using mean Grade Point Averages, mean Florida Comprehensive Assessment Test Scores (Reading and Mathematics), socio-economics, gender, Limited English Proficiency status, and attendance. This study supported, but are not limited to, the following conclusions: (a) There was a difference in grade point averages among Hispanic high school students, (b) Hispanic students have lower mean grade point averages and lower mean FCAT Reading and Mathematic scores when compared to the school as a whole, (c) there are relationships between attendance and grade point averages and there is a relationship between grade point average and FCAT Reading and Mathematic scores (d) there are differences in grade point averages between male and female Hispanic students, (e) there is a difference in grade point average based on socio-economic level, and (f) there is a difference in grade point averages based on LEP status. Recommendations of the study include but are not limited to (a) further research in the area of academic achievement among Hispanic students but to disaggregate Hispanics to look for distinct differences. (b) research in the area of comparing LEP students and academic achievement., (c) research to determine why there is a disparity in numbers of 9th grade Hispanic students and 12th grade Hispanic students, (d) research of Hispanic students by doing a longitudinal study. The longitudinal study should follow 9th grade students from the high schools in one or more county through four years.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
9
Miller, Maria. "SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3444.
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Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
10
Biedermann, R. Scott. "Factors Influencing Alumni Giving of First-Generation Hispanic Women." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3677.
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Alumni giving has become a vital revenue source for colleges and universities in the United States. For private universities, alumni support is integral to the institution’s growth and sustainability. As a result, there is a growing body of research on the factors that influence alumni giving in order for fundraising professionals to identify potential donors. This study aimed to enhance this body of research by examining first-generation, low-income, alumni giving from Hispanic women from a California Private University’s (CPU) Neighborhood Engagement Program (NEP). NEP is a need-based scholarship program for underserved students from CPU’s host city. The purpose of the study was to explore how NEP alumni become financially motivated to support a CPU as well as analyze how the social exchange theory can explain their giving behavior. The study employed a case study methodology, using NEP alumni giving and interviews to gather data. Out of the 1,177 alumni, 408 (34.6%) had made a gift to the university in their lifetime. In addition, the Hispanic alumni from this group gave at a more significant rate than other ethnic groups.
Alumni who had made at least five gifts within the last five years from the university’s host city were invited to participate. This resulted in four Hispanic women agreeing to the interview. The study found that NEP alumni were motivated to give based on their positive undergraduate experience and their continued engagement with the university as alumni. The participants supported areas at the university that provided them with a sense of family and home while they were undergraduate students. These participants felt isolated at the university as they were from a minority group and as a result, they gravitated to programs and activities that connected them with peers from their same ethnic group. The NEP alumni were grateful for the scholarship support they received and now primarily give to scholarships to support Hispanic students. In exchange for giving, NEP alumni receive feelings that enhance their self-esteem and image as well as recognition. The findings support prior research on alumni giving and adds to this growing body of research.
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Schwartz, Shari. "Premigration Expectations and Postmigration Experiences of Hispanic Immigrants to the United States." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1193.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
12
Botero, Clara Isabel. "The construction of the pre-Hispanic past of Colombia : collections, museums and early archaeology, 1823-1941." Thesis, University of Oxford, 2001. http://ora.ox.ac.uk/objects/uuid:9256d5c9-5f0f-4b46-9878-9d53d9c037c8.
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This study examines the construction of the pre-Hispanic past of Colombia from the 1820's to the 1940s. It describes and analyses the reception, dissemination and appropriation of knowledge about ancient Colombian societies. It analyses the works by Colombian and foreign antiquarians, savants and archaeologists and the formation of Colombian pre-Hispanic collections in the Museo Nacional in Bogotá and in three major European Museums : the Museum für Völkerkunde in Berlin, the British Museum in London and the Musée d'Etnographie du Trocadero in Paris. The study shows the ways Colombian archaeological objects were viewed in the course of this history. At its outset, during the Colonial period, Colombian pre-Hispanic objects were first seen as "Idols of the devil"; in Europe, they were initially considered as curiosities and as works or art. During the nineteenth century, archaeological objects began to be valued and interpreted by Colombian and foreign scholars and antiquarians as antiquities and also as art objects. How Colombia was presented and represented in the National Museum in Bogotá and in international exhibitions during the second half of the nineteenth century is described and analysed, and how pre-Hispanic artefacts came to form part of a representation of Colombia nationally and internationally. The final chapters deal with the first four decades of the twentieth century, when the pre-Hispanic period received a new degree of recognition in Colombia with the enactment of official measures for the protection of antiquities, the building of archaeological collections in the National Museum in Bogotá and in research done by foreign and Colombian archaeologists, which began to define archaeological areas scientifically. The final chapter examines the background for the establishment of the Colombian scientific tradition in archaeology during the 1930's with the creation of the Servicio Arqueológico Nacional, the Institute Etnológico Nacional and two archaeological museums, the Museo Arqueológico Nacional and the Museo del Oro.
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Soto, Edwin. "How the Collective Impact Model Can Help Hispanic Students in East Tennessee Excel in Higher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3336.
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This research project focuses on helping Hispanic students in the East Tennessee region excel in higher education with existing resources from various organizations. Hispanic high school students were identified to complete a survey. Findings showed that these students are facing legal, financial and social challenges when thinking about higher education. Even though these students are facing these challenges, they still want to pursue higher education in order to make a positive impact in their communities. The collective impact idea is proposed as part of the solution for this social complex problem. Since it is impossible for an individual to solve this alone, the goal is for these organizations to work together to help this population and their families. The conclusion of this project reminds us that data shows that the Hispanic population is growing in this region of Tennessee and that helping and educating this population is extremely important.
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Hammons, Mary. "THE IMPORTANCE OF ADDRESSING ACCULTURATIVE STRESS IN MARITAL THERAPY WITH HISPANIC AMERICAN WOMEN." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3774.
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The purpose of this study was to examine the relation between acculturative stress and marital distress among Hispanic American women and to explore the potential mediating roles of variables believed to be important to marital functioning among ethnic minorities and immigrants (e.g., acculturation, ethnic identity, social support, etc.). Based on data from 103 Hispanic American married women, pressure to acculturate toward the dominant culture of the U.S. was found to significantly correlate with the amount of distress the women reported in their marital relationships. Two variables were found to partially mediate the correlation. Perceived social support and recent stressful life events attenuated the effect acculturative stress had on marital distress. The importance for mental health professionals to address acculturative stress with Hispanic women or couples in marital therapy, and other clinical implications of the findings, are discussed.M.S.
Department of Psychology
Sciences
Psychology Clinical MS
15
Lopez, Angel L. Jr. "Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5410.
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The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.ID: 031001552; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Lisa A. Dieker.; Title from PDF title page (viewed August 23, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 172-193).
Ph.D.
Doctorate
Education and Human Performance
Education; Exceptional Education
16
Meehan, Dawna-Cricket-Martita. "PREDICTING ALCOHOL AND SUBSTANCE ABUSE TREATMENT OUTCOMES AMONG HISPANIC AND AFRICAN AMERICAN SUBSTANCE ABUSERS." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4210.
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Alcohol and drug use and abuse are significant concerns in the United States, yet few studies have investigated how cultural factors, such as acculturative type and acculturative stress, impact substance abuse treatment outcomes. In this study, African American (n = 171) and Hispanic (n = 101) substance abusers' acculturative type and acculturative stress levels were compared to substance abuse treatment outcome. Although the results indicated that acculturative type did not predict substance abuse treatment outcome, a positive correlation between acculturative stress and alcohol and substance abuse problems emerged among the combined and Hispanic samples. In the combined and Hispanic groups, participants experiencing higher levels of acculturative stress demonstrated higher levels of substance use consequences at baseline. Additionally, Hispanic participants experiencing higher levels of pressure to acculturate related to difficulty in interpersonal interactions due to language or cultural barriers and encountering prejudice had higher levels of substance use consequences at the outcome of treatment. These findings suggest that cultural factors play a role in substance abuse treatment outcome. Recommendations on how substance abuse treatment facilities can respond to the unique needs of African American and Hispanic clients are provided.Ph.D.
Department of Psychology
Sciences
Psychology
17
Chuquizuta, Maria Teresa. "The Hispanic American dream vs. the dream act and an overview of Hispanics' agenda in American public policy." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1246.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Political Science
18
Camacho, Mayra. "ENHANCING THE KNOWLEDGE AND INVOLVEMENT OF HISPANIC FAMILIES OF CHILDREN WITH DISABILITIES THROUGH SPECIFICALLY DESIGNED FAMILY." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3011.
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In 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including ethnically diverse students for whom English is their second language, exhibit lower academic achievement when compared to the majority group (Lyon et al., 2001). Low academic achievement among students from minority backgrounds can influence their school placement. Approximately 37% of all students receiving special education services in 2002 were ethnically diverse (National Center of Educational Statistics, 2002). Concerned with the significant gap between the achievement of children from minority backgrounds and students from the majority group, Congress amended the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind (NCLB) Act in 2001. NCLB requires public schools to demonstrate acceptable progress for all students, including those who are culturally and linguistically diverse and those with disabilities. NCLB also promotes and supports greater parent involvement (Wright, Wright, & Heath, 2004) and requires schools to report on students' progress by subgroup (i.e., ethnicity, disability, English language learners, and low-income). Because the majority of students from diverse ethnic backgrounds are Hispanic (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005), a high percentage of students with disabilities are from minority groups (Hosp & Reschly, 2004), about 77% of English language learners are from Hispanic descent (Klingner, Artiles, & Barletta, 2006), and approximately half of school-age children of immigrants are from low-income homes (Hernandez, 2004), it is important for schools to take a closer look at the specific needs of Hispanic families of children with disabilities in order to promote their participation in the education of their children. The purpose of this study was to research the influence of components incorporated into a series of workshops specifically designed for Hispanic families of children with disabilities and to study the effect that participating in the workshops would have on parents' knowledge about their children's Individualized Education Program (IEP) and on their level of involvement in their children's education. TENFEE: Talleres en Español para las Necesidades de Familias en Educacion Especial (Spanish Workshops for the Needs of Families in Special Education) delivered five workshops where a series of components were provided to counteract the most frequently identified barriers in the involvement of Culturally and Linguistically Diverse (CLD) parents in the education of their children with special needs: (a) complexity of disability, (b) language barriers, (c) cultural differences, and (d) socioeconomic status (Fix & Passel, 2003; Kalyanpur & Harry, 2004; Quezada, Diaz, & Sanchez, 2003). Thirty-seven parents or primary caregivers of students receiving special education services in three school districts in central Florida participated in the study. Before and after the workshops, participants completed a three-part survey in which they gave demographic information, responded to 50 multiple choice test questions related to the IEP process, and answered 10 open-ended questions related to their involvement in their children's education. Participants also completed an evaluation at each of the workshops indicating which of the workshop's components influenced their decision to participate. Finally, participants' children's teachers completed the Parent/Family Involvement Index (P/FII) before and after participating in the workshops. The P/FII is a measure of parent involvement in their children's special education services as perceived by their children's teachers. Following data collection, quantitative statistical analysis was completed using descriptive statistics to examine if TENFEE's components supported the participation of the targeted population to the workshops. A Paired Sample t-test was calculated to evaluate any differences in participants' IEP knowledge survey test scores before and after the workshops as well as differences in teachers' P/FII scores before and after the workshops. Multiple Regressions were conducted to determine if participants' demographic characteristics influenced IEP knowledge survey test scores and/or P/FII scores.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
19
Powell, Jennifer. "The relationship between racial attitudes and context on simulated hiring decisions for White vs. Hispanic applicants." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/89.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
20
Guet, Sylvain. "Factors Associated with Functional Status in Community-Dwelling Hispanic Elders, in East Little Havana, FL." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/97159.
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Physical TherapyPh.D.
Purpose: Data from a National Institute on Aging funded grant, developed by the University of Miami (UM), Center for Family Studies, were analyzed to determine if baseline levels of cognitive function, physical performance, psychological well-being, physical health, and social support (SS) predict functional status [basic (BADL) and instrumental (IADL) activities of daily living] among Hispanic elders (30 months later). Participants: The parent grant randomly selected a population based sample of Hispanic seniors living in East Little Havana, Florida: n=216, `M' age = 80.0 yrs, `SD' = 6.0; female = 63%. Methods: Data from two time points of the parent grant separated by 30 months were used in this analysis. Self report and physical measures of: cognitive function (MMSE), physical performance (gait speed, grip strength, number of blocks walked in past 7 days), psychological well-being (CES-D), physical health (BMI & self-rated health), SS (Received SS scale), and functional status (BADL and IADL), measured by a derivative of the OARS Functional Assessment Questionnaire, were examined. Two stepwise regression equations (one for BADL and one for IADL as dependent variables respectively) were calculated using SPSS v17.0. The study was approved by UM and Temple University's IRB. Results: Gait speed and physical activity were positively associated with IADL while physical activity was positively associated with BADL. In contrast, received social support and age were negatively associated with each of these outcomes. Conclusion: `Young-old,' Hispanic adults with lower levels of received SS and higher gait speeds and levels of physical activity exhibit greater BADL and IADL capacity. Social Relevance: Results of this study have implications for the development of strategies that delay long-term placement of Hispanic elders with disability.
Temple University--Theses
21
Zeballos, Barbara E. "The development of an effective recruitment strategy for Hispanic males and females in the Central Florida region." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/530.
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This study examines the similarities and differences between males and females from the Hispanic and Non-Hispanic White population in the Central Florida labor force regarding recruitment strategies and techniques of the Baby Boomers, Generation X and the Millennial population. The purpose of this study is to identify those Human Resources recruitment practices that are most effective in retaining: (1) males and females from the Hispanic population, and (2) whether or not theses recruitment tactics affect the generation groups differently. The proposed issues will be assessed by collecting information from organizations, current employees, and job applicants. This study will use three research methods in addressing the stated purpose and objectives: literature review, focus groups, and questionnaire surveys. The literature review will explore present recruitment techniques, social and cultural similarities and differences between Hispanics and Non-Hispanic White, and generational differences. The main goal of the focus groups is to identify relevant recruitment issues as stated by Central Florida organizations, current employees, and job applicants. From the literature review and results of the focus groups two surveys will be develop to determine: (1) present recruitment practices used by Central Florida organizations; and (2) preferred recruitment practices among Hispanics and Non-Hispanic Whites. The results of this study will identify whether certain recruitment practices perceived as being most appealing and desirable vary among Hispanics and Non-Hispanic Whites. Based on the findings, the study will provide recommendations for designing effective recruitment strategies for Hispanic and Non-Hispanic White males and females while accounting for possible generational differences.B.S.B.A.
Bachelors
Business Administration
Management
22
Morris, Meredith. "The Priming Effects of Media Frames in Regard to News Images and Stereotypes Held by Hispanic Audiences." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5820.
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This study applies priming, framing, and exemplification theories to examine the ways in which photos published with a news story influenced readers' judgments about the ethnicities of the people receiving emergency hunger services. Of particular interest were the perceptions of Caucasian respondents about minorities, and Hispanic perceptions about African Americans and other Hispanics. A sample of 506 college students was randomly assigned to read one of three versions of an online news article about emergency hunger services in Central Florida. One version included two photographs of African American adults receiving food at a food bank. The second version included two photographs of Hispanic adults receiving food at a food bank. The third version was text-only and included no photographs. All three articles included base-rate statistics of ethnicities using emergency hunger services. Results showed images influence the way Caucasians and Hispanics perceive those people suffering from hunger. Key findings included that Caucasians in the study were susceptible to Hispanic primes, which altered their views on their perceptions about the number of Hispanics receiving emergency food services. However, Caucasians' perceptions of African Americans did not change. Additionally, Hispanic participants were affected by primes in such a way that limitations on societal advancement were perceived more strongly than those of the Caucasian participants. The difference between Caucasians' stereotypes regarding African Americans and Hispanics is an interesting development. The role of priming stereotype in relation to social issues is discussed.M.A.
Masters
Communication
Sciences
Communication; Mass Communication
23
Hylemon, Larry. "COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2728.
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This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Riley, Keith. "AN EXAMINATION OF TIME USE PATTERNS INFLUENCE ON ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND HISPANIC MALE HIGH SCHOOL STUDE." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2516.
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The purpose of this investigation is to contribute to the body of knowledge in the area of effective time management skills among African American and Hispanic male student athletes and their academic achievement utilizing the Educational Longitudinal Study of 2002 (ELS: 2002) Base year thru the First follow-up database. The researcher has assessed indicators (socioeconomic status, time use patterns, sports participation, and race) within the construct of academic achievement among African American and Hispanic male high school student athletes. Their contribution to the main effects revealed that statistically significant differences exist between the non-sports participant and sports participant groups. After controlling for time spent completing mathematics homework and socioeconomic status, the findings revealed that time spent completing math homework was significantly related to academic achievement for African American and Hispanic male student athletes. Time spent watching television was not significantly related to academic achievement for African American and Hispanic male student athletes. For the variable time spent playing on the computer game, the analysis indicated that the detrimental effect of time spent playing video/computer games was the same for African American and Hispanic male student athletes. Finally, it is noteworthy that effective use of time (i.e., playing video games less) and sports participation positively influences academic achievement of African American and Hispanic males high school student athletes. Strategies were uncovered for possible future research among African American and Hispanic male student athletes to increase academic achievement levels.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
25
Maino, Paola. "Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5661.
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Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students' entire high school experience from 9th to 12th grade. Student FCAT scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students' overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins' Linguistic Interdependence concept, as L1 maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders' political views on the education of minority students. Therefore, future studies may examine stakeholders' involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education
26
Dopson, Natalie Elizabeth. "Supporting Hispanic mothers with preschool children with speech and/ or language delays via dialogic reading and coaching within the home." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4886.
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The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.; Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida.ID: 030423219; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-178).
Ph.D.
Doctorate
Education
27
Velezmoro, Rodrigo. "Hispanic Immigrant Parental Messages of Resiliency and Emotional Regulation to their Children: An Examination of Important Variables and an Intervention." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6376.
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This two-part study examined the adjustment of Hispanic immigrants. Part one examined the communication that occurs between Hispanic immigrant parents and their adolescents/young adults about life in the United States (U.S.). It also examined how attitudes toward the U.S. and various protective factors influence psychological adjustment. Hispanic immigrants (n = 123) with an average of 11 years living in the United States and their adolescents/young adults between the ages of 14-22 served as participants. For both parents and their adolescents/young adults, favorable attitudes toward the U.S. were associated with improved psychological adjustment. Contrary to prediction, attitudes toward the U.S. did not correlate with quality of life or life satisfaction for either family member. Further, results indicated that among adolescents/young adults, resiliency predicted positive U.S. attitudes, whereas among parents, openness to new experiences predicted favorable attitudes toward the U.S. Finally, parental views of the U.S. correlated positively with their adolescents'/young adults' views of the U.S. In an extension of the study, 37 Hispanic college students who were either immigrants or children of immigrants were randomly assigned to either a control condition or a psychoeducation condition. The psychoeducation condition focused on improving their emotional regulation and views of the United States. No significant differences were found among the groups.Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology
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Kosarzycki, Mary. "INVESTIGATION OF THE OUTCOMES OF DELIVERING TRAINING TO SPANISH SPEAKERS IN STANDARD SPANISH VERSUS THEIR NATIVE DIALECT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3326.
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The present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers. In addition to examining the effects of ethnicity upon outcomes, this study also examined the effect of age, education level, time in the U.S., and familiarity with the locally dominant subgroup's dialect. Overall, results showed mixed support for the effect of presenting training to participants in their native dialect, as compared to the non-native dialect. The results of this study are discussed in terms of the theoretical implications for acquiring a better understanding of the cognitive and affective factors underlying the role of training language in the learning process. Practical implications for training design are presented within the context of cognitive load theory and the need for a theory-based approach to delivering training to non-English speakers. Implications for organizational efforts toward employee attraction and retention are discussed.Ph.D.
Department of Psychology
Arts and Sciences
Psychology
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Estevez, Nicolle A. "Understanding the Effect of Acculturation and Neighborhood Disorder on Adolescents' Positive Development and Delinquent Behavior." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1470011950.
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Aldag, Laura Jeanne 1962. "Comparison of focus groups to in-depth interviews in terms of factor generation, time requirements, and ease of data collection with Hispanic and Anglo college women." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278099.
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This study compared focus groups and in-depth interviews in terms of number of factors generated, time and cost requirements, and ease of data collection. Participants were 18 to 24 year old Hispanic and Anglo college women. The discussion topic was factors influencing food choices. Eight focus groups were conducted, four Anglo (n = 13) and four Hispanic (n = 12). Thirty-eight Anglo (n = 16) and Hispanic (n = 12) in-depth interviews were completed. A total of 83 unique factors were identified. Focus groups and in-depth interviews yielded 79 and 73 factors, respectively. The mean number of factors for focus groups was 33.8 compared to 37.0 for randomly selected in-depth interviews grouped to form "nominal groups". However, this was not a significant difference. Focus groups required 66.8 hours and cost $292.40 to yield 79 factors while in-depth interviews required 147.0 hours and cost $624.75 for 73. Focus groups were more difficult to arrange but easier to conduct.
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Miller, Douglas. "Respresentation of Hispanic Students in High Incidence Categories in Exceptional Student Education Programs and Educational Environments in K-12 Schools Across the State of Florida." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5672.
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The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue. The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and (b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Maglia, Vercesi Graciela. "Identité culturelle vs. Identités nationales dans la poésie post-coloniale des caraïbes hispanophones." Paris 4, 2007. http://www.theses.fr/2007PA040179.
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Le but de cette recherche est l’étude, dans le cadre théorique de la Sociocritique et des Etudes Culturelles, de l´émergence de l’identité caraïbe comme témoignage de la naissance d’une identité latino-américaine assumée dans son hybridation, visible dans les différentes prises de position du domaine littéraire 1930/1940 dans les Caraïbes de langue espagnole. Dans cette période très active, nous retrouvons une production poétique qui représente une prise de position de légitimation de la part des minorités périphériques postcoloniales, vis- à- vis du centre hégémonique, dans une esthétique de résistance pour conjurer la violence coloniale. Cette notion dé-territorialisée d’identité dessine un territoire virtuel dominant dans l’imaginaire collectif du sujet culturel des Caraïbes, qui problématise la conception de nation et formule la confrontation identité caraïbe/ conscience nationale. Nous analyserons le contrepoint: poésie des Caraïbes continentales (Colombie) / poésie des Caraïbes insulaires (Cuba, Puerto Rico, République Dominicaine) à partir d’un corpus intégré par les auteurs : Jorge Artel, Luis Palés Matos, Nicolás Guillén, Manuel del Cabral et Franklin Mieses Burgos, et leur relation avec le discours essayiste des Caraïbes hispaniques comme Fernando Ortiz, Roberto Fernández Retamar, Antonio Benítez Rojo, Antonio Pedreira, Juan Bosch, José Luis Gonzáles et al. Les poètes des caraïbes hispanophones constituent leur prise de positon avec une production qui réclame une nouvelle analyse socio-culturelle, à partir de microsémiotiques textuelles comme un lieu privilégié de concrétions sociodiscurssives qui montrent le locus d’énonciation de chaque écrivainThe purpose of this research is the analysis of the emerging Caribbean identity put in the theoretical frame of Sociocritics and Cultural Studies as a witness of the birth of a Latin American identity where its hybrid origin is fully absorbed and visible in the positioning of the literary domain 1930/1940 in the Hispanic Caribbean. This nonterritorial notion of identity maps out a virtual territory dominant in the collective imagery of the Caribbean cultural subject, which generates a problem in the concept of nation itself and produces the clash Caribbean identity/ national awareness. In this very active period, we can see a large poetic production which represents a position of legitimation on the part of the marginal Postcolonial minorities, like those of the Caribbean versus the ruling center, in an aesthetics of resistance to out live the colonial violence. In similar way, we will analyze the counterpoint: poetry at the continental Caribbean [Colombia] / poetry of insular Caribbean Cuba, Puerto Rico, Dominican Republic] from a selected corpus of the following authors: Jorge Artel, Luis Palés Matos, Nicolás Guillén, Manuel del Cabral and Franklin Mieses Burgos, and their relationship with the Spanish Caribbean essay e. G. José Martí, Fernando Ortiz, Pedro Henríquez Ureña, Roberto Fernández Retamar, Angel G. Quintero Rivera, Juan Gelpí, Antonio Benítez Rojo, Antonio Pedreira , Eugenio María de Hostos Juan Bosch, José Luis Gonzáles et al. In this context, the Spanish Caribbean poets position themselves within a production requiring a new socio-cultural analysis from textual microsemiotics as a privileged place of socio-discoursives concretions that shows the locus of enunciation of every writer
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DeVirgilis, Megan. "BLOOD DISORDERS: A TRANSATLANTIC STUDY OF THE VAMPIRE AS AN EXPRESSION OF IDEOLOGICAL, POLITICAL, AND ECONOMIC TENSIONS IN LATE 19TH AND EARLY 20TH CENTURY HISPANIC SHORT FICTION." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/532513.
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SpanishPh.D.
This dissertation explores vampire logic in Hispanic short fiction of the last decade of the 19th century and first three decades of the 20th century, and is thus a comparative study; not simply between Spanish and Latin American literary production, but also between Hispanic and European literary traditions. As such, this study not only draws attention to how Hispanic authors employed traditional Gothic conventions—and by extension, how Hispanic nations produced “modern” literature—but also to how these authors adapted previous models and therefore deviated from and questioned the European Gothic tradition, and accordingly, established trends and traditions of their own. This study does not pretend to be exhaustive. Even though I mention poetry, plays, and novels from the first appearance of the literary vampire in the mid-18th century through the fin de siglo and the first few decades of the 20th century, I focus on short fiction produced within and shortly thereafter the fin de siglo, as this time period saw a resurgence of the vampire figure on a global scale and the first legitimate appearance in Hispanic letters, being as it coincided with a rise in periodicals and short story production and represented developments and anxieties related to the physical and behavioral sciences, technological advances and urban development, waves of immigration and disease, and war. While Chapter 1 establishes a working theory of the vampire from a historical and materialist perspective, each of the following chapters explores a different trend in Hispanic vampire literature: Chapter 2 looks at how vampire narratives represent political and economic anxieties particular to Spain and Latin America; Chapter 3 studies newly married couples and how vampire logic leads to the death of the wife—and thus the death of the “angel of the house” ideal—therefore challenging ideas surrounding marriage, the family, and the home; lastly, Chapter 4 explores courting couples and how disruptions in the makeup of the public/private divide influenced images of female monstrosity—complex, parodic ones in the Hispanic case. One of the main conclusions this study reaches is that Hispanic authors were indeed producing Gothic images, but that these images deviated from the European Gothic vampire literary tradition and prevailing literary tendencies of the time through aesthetic and narrative experimentation and as a result of particular anxieties related to their histories, developments, and current realities. While Latin America and Spain produced few explicit, Dracula-like vampires, the vampire figures, metaphors, and allegories discussed in the chapters speak to Spain and Latin America’s political, economic, and ideological uncertainties, and as a result, their “place” within the modern global landscape. This dissertation ultimately suggests that Hispanic Gothic representations are unique because they were being produced within peripheral spaces, places considered “non-modern” because of their distinct histories of exploitation and development and their distinct cultural, religious, and racial compositions, therefore shifting perceptions of Otherness and turning the Gothic on its head. The vampire in the Hispanic context, I suggest, is a fusion of different literary currents, such as Romanticism, aesthetic movements, such as Decadence, and modes, such as the Gothic and the Fantastic, and is therefore different in many ways from its predecessors. These texts abound with complex representations that challenge the status quo, question dominant narratives, parody literary formulas, and break with tradition.
Temple University--Theses
34
Hogan, Lindsey Snyder. "The Role of Parental Involvement in the Academic Achievement of Latino Youth." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/80937.
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School PsychologyPh.D.
The educational plight of Latino students in the U.S. is an increasing concern given the low achievement and attainment status of this population. Although many risk factors associated with underachievement are difficult to alter, parent educational involvement has been shown to positively impact learning outcomes. In this study, parental home- and school-based involvement practices and educational aspirations were compared in a large (n = 6085), nationally representative sample of Latino (n= 1,313) and non-Latino white (n = 4,772) first grade students. The role of these forms of involvement in predicting student achievement in third grade was then assessed. Findings indicate that Latino parents had higher educational aspirations for their children but were less involved at home and school than non-Latino white parents. Multiple hierarchical regression analysis showed that socioeconomic status and parental aspirations, respectively, were the most significant predictors of achievement among Latino and non-Latino white students, even when controlling for SES. While higher levels of school-based and lower levels of home-based educational involvement significantly predicted achievement among non-Latino white students, educational participation was not predictive of achievement among Latino students. Language status served as a meaningful barrier to Latino parent involvement. Findings suggest that educators should harness Latino parents' high aspirations for their children by making greater efforts to communicate and engage them in their native language. Future research should assess non-traditional forms of Latino parents' educational involvement and explore involvement practices that are culturally sensitive and meaningful to Latino parents.
Temple University--Theses
35
Larrosa, Fuentes Juan S. "Communication and the Body Politic: Hillary Clinton’s 2016 Presidential Campaign in Philadelphia’s Latino Community." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/507196.
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Media & CommunicationPh.D.
This dissertation contains a qualitative case study of how Hillary Clinton, the Democratic candidate, and her staff, created communication systems to contact Latinos during the 2016 presidential campaign and how these systems operated in Northeast Philadelphia. Three research questions guided these observations: How was political communication produced, disseminated, and decoded through interpersonal, mass, and digital communication by the Democratic candidate, her Latino communication staff, and Northeast Philadelphia Latino residents during the 2016 presidential campaign? What were the functions, norms, and values that structured the political communication systems among the Democratic candidate, her Latino communication staff, and Northeast Philadelphia Latino residents? What were the power relations that informed the interactions between the Democratic candidate, her Latino communication staff, and Northeast Philadelphia Latino residents in the political communication system? For this dissertation, I devised the Political Communication Systems Model, a toolkit to observe and theorize on political communication. Under the grounded theory umbrella, two methods were used to collect data. First, Clinton’s mediated campaign communication was monitored. Second, I worked as a volunteer in a field operations office that Clinton opened in Philadelphia and performed a participant observation. Clinton built a political communication machine to produce a campaign that used a hybrid media system. She hired a large staff to design and execute an "air war" (i.e., radio and TV ads and journalistic coverage), a digital campaign (i.e., distribution of information through websites, blogs, social media, newsletters and text messages), and a "ground game" (i.e., canvassing, phone banking, and online messaging). The Latino campaign was designed to promote liberal values such as globalism, cosmopolitanism, multiculturalism, and diversity, values that shaped her economic and political proposals. The ground game had three main objectives in Northeast Philadelphia: register new voters, create strategies to persuade undecided voters to support Hillary Clinton, and organize the "Get Out the Vote" (GOTV), which consists of convincing people to get out their houses, go to the polling station, and vote. A substantial part of the dissertation focuses on describing and analyzing the ground game in Northeast Philadelphia and offers two significant findings. First, political communication systems need material infrastructures operate. Clinton built a material infrastructure to communicate with residents. This infrastructure was made, primarily, of human bodies that were able to move around the territory and use other communicative technologies smartphones, tablets, and computers. Second, human bodies were also used as symbolic devices. Clinton recruited staffers and volunteers whose bodies embodied values such as diversity, multiculturalism, cosmopolitanism, and globalism. The biographies and trajectories of these individuals projected these values, because they were persons from different parts of Latin America, with diverse cultural and educational backgrounds, and with different experiences of being a U.S. citizen or resident. Finally, the dissertation offers two main contributions. On the one hand, the dissertation expands the Political Communication Systems Model and suggests that the human body is the primary material unit in political communication infrastructures. On the other, this work illustrates how qualitative research can be employed for researching political communication in general, and presidential campaigns in particular.
Temple University--Theses
36
Mattson-Prieto, Raquel. "Identity, Discursive Positioning, and Investment in Mixed-Group Spanish Language Classes: A case study of five heritage speakers." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/553710.
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SpanishPh.D.
Research in identity and heritage language (HL) education focuses on the experiences of heritage speakers (HS) and how certain classroom discourses can devalue the skills and proficiencies that they bring with them to the class (García & Torres-Guevara, 2010; Leeman, 2012; Showstack, 2016). These dominant and monoglossic language discourses often focus on the teaching and acquisition of a “standard Spanish language” (Train, 2007; del Valle, 2000). Although scholarship on HL education has long advocated for separate specialized courses to meet the needs of HSs (Potowski, 2002; Valdés, 1997), many HSs remain in courses designed for second language (L2) learners because institutions do not consistently offer specialized instruction. Some research has investigated the experiences of HSs in mixed L2-HL classes (Harklau, 2009; Potowski, 2002), but there is a need for an examination of the classroom discursive practices in courses tailored for L2 learners and how those practices shape how HSs of diverse backgrounds position themselves as Spanish speakers within and outside of the classroom. The present study explores the representation of identity among HSs enrolled in university-level Spanish language classes. This investigation examined the relationship between HSs’ perceived instructional objectives in a Spanish as a second language class, the ways HSs positioned themselves as knowledgeable of the language concerning these objectives, and finally, their subsequent investment in their Spanish studies. The data come from a classroom ethnography and were analyzed within a grounded theory methods approach (Glasser & Strauss, 1967) and showed the extent to which classroom activities were inclusive to HSs’ pedagogical needs. Further, from a social identity and positioning lens, I considered how language ideologies that value the standard linguistic repertoires of monolingual native speakers’ affected individuals’ perceptions and relationships to their heritage community, and the expert or novice identities they negotiated during social interaction. Classroom observations and interviews revealed that the instruction that HSs received often promoted a linguistic hierarchy that devalued the non-standard language forms that reflected the participants’ ethnolinguistic backgrounds. The findings show that each HS navigated classroom discursive practices and negotiated multilingual identities in interaction with their peers, teachers, and the curriculum in different ways. Some of the participants became ambivalent toward the language and its speakers as their backgrounds went unacknowledged in classroom practice, while others found value in the Spanish classes because of past experiences. Findings suggest that there is a need for methodologies in mixed-group classrooms that reflect and acknowledge the sociolinguistic variation of the class (Gutiérrez & Fairclough, 2006).
Temple University--Theses
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Tan, Dih Hong. "The influence of individualistic versus collective cultural patterns on attachment patterns in adult females." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2059.
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The purpose of the present study was to examine the impact of "individualistic" vs. "collective" cultural patterns on the distribution of attachment patterns. Participants were English-speaking Anglo-American (n=70), Hispanic (n=70), and Asian (n=60) females.
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Lake, Jaboa Shawntaé. "Intraminority Support For and Participation In Race-Based Collective Action Movements: an Intersectional Perspective." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3886.
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Due to high profile police shootings, collective action movements addressing racial bias in policing, such as the Black Lives Matter (BLM) movement, have come to the forefront of societal concern. Though these movements and actions directly address police use of force against Black people, a number of non-Black racial minority individuals and organizations have declared solidarity and joined in protests with BLM. This study takes an intersectional approach to examine racial intraminority attitudes (i.e., racial minorities' attitudes toward other racial minority outgroups) toward support for and participation in protests against police excessive use of force and the BLM movement, through its relationship with modern racist beliefs and racial centrality. Participants completed a survey assessing perspectives on policing, racial protests, and BLM, along with racial identity measures. Results show significant differences in both support for and participation in protests and BLM, with women and Black people reporting higher in both outcomes than men and other racial groups, respectively. Within some racial groups, women show higher overall support for (Latinx, White) and participation in (Black, White) protests and BLM than men in the same racial group, though these differences were not found for other groups. Within each intersecting race and gender group, these effects were mediated by levels of modern racism, highlighting a common factor between all groups and an important point of possible malleability and intervention. Further, the relationship between race and gender identities and modern racism was moderated by racial centrality for some groups (Black and Latina women), though this relationship was again not universally found. By examining within group differences, this study highlights the importance of taking an intersectional approach to understand intraminority attitudes and relations as they pertain to participation in collective action movements towards social change. This study has implications for the generalizability of a number of social psychological theories on minority-minority intergroup race relations (i.e., Black-Latinx), as much of the past literature focuses on majority-minority intergroup relations (i.e., Black-White). Additionally, results from this study may provide useful information for community organizers and social justice activists in promoting intergroup collaboration and coalition building towards more equitable social change that is both more tailored for specific groups and more generalizable across groups.
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Bailey, Jarvis Lamar. "Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/453115.
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Educational AdministrationEd.D.
This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a university located in an improving low socioeconomic environment in the northeastern U.S., which has been dedicated to providing educational opportunities to the underserved. This dissertation also discerns the configuration, processes, goals, future, and challenges of a charter network as it relates to a partnership. In addition, this dissertation aims to provide the following: some understanding to the phenomenon (for example, changes/present key issues in higher education) at hand; insight regarding structural factors which may or may not be impediments for the students; to discover if the goals and objectives set forth within the partnership could serve as a model to address affordability and access. This exploratory study on the partnership supports the continuation of investigation into the effectiveness of direct university-charter school partnerships.
Temple University--Theses
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Bulkley, Celeste. "WHITE OPINIONS OF UNITED STATES IMMIGRATION: TESTING RIVAL HYPOTHESES, 2004." Master's thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4040.
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Few issues in the contemporary American political and social environments are as salient and emotionally charged as the debate over immigration. The thesis tests several competing hypotheses concerning the determinants of public opinion – among white respondents – on immigration issues. These include: the contextual considerations of southern residence and proximity to large numbers of Hispanic immigrants, as well as the individual-level factors of economic insecurity, political knowledge, national identity, group pride, and racism. Using data from the 2004 American National Election Study, the thesis provides a critical test of the competing hypotheses using multivariate analysis. Furthermore, conditional relationships are posited, facilitating a more refined analysis of the structure of attitudes on immigration issues. The results indicate that racism, group pride, symbolic patriotism, ideology, and isolationism are the most consistent and significant predictors of immigration policy preferences. The use of four distinct dependent variable questions also highlights the inconsistency in public opinion regarding immigration and the division between public perception of documented and undocumented entries. Future research should focus on the interrelationship between variables that are used by the individual to define group associations, as well as the change in national and personal identity brought about by the events of September 11th, 2001.M.A.
Department of Political Science
Sciences
Political Science
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Montalvo, Edward. "Orange Blossoms." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1626.
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I miss the smell of orange blossoms, which used to flood the countryside. But as a city grows, the land surrounding it dies. You cannot roll down your windows anymore and smell the
sweet scent dancing off the buds. You will however find impressive theme parks, factory-style chain stores and restaurants. If you look close enough, you'll also see disgruntled souls of a once naturally spectacular culture of people. Laid back like the sands of Florida's coast. But now there are bills, traffic, and IKEA. This collection of essays is an attempt to escape such an
experience. To explain such an existence, and to explore an eschewal from the inevitable, retail therapy. Xanthomonas axonopodis, often known as citrus cankers, is a bacterial disease affecting most citrus species. Dead tissue forms, then slowly grows, and consumes, then kills the fruits of labor. Grapefruits are the most susceptible to the disease. There was an outbreak from 1910, to 1931. Another from 1986 to 1994, and rumors sprang less than a year later stating the canker was back. To solve most outbreaks, famers and officials just burn the trees to complete, and utter ash. In 2006, the USDA stated eradication of the disease was impossible. If this sounds like cancer, the trust me, you’re not crazy. Florida is known for its beaches, hospitality, and it’s citrus.B.A.
Bachelors
English
Arts and Humanities
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Stevens, Díaz Adán Esteban. "The Prophetic Burden for Philadelphia’s Catholic Puerto Ricans, 1950-1980." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/504160.
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ReligionPh.D.
This dissertation focuses on lay Catholic ministry to Puerto Ricans in Philadelphia when Frank Rizzo was mayor. Gramsci’s concept of “organic intellectuals” is employed to explain the praxis of the Philadelphia Young Lords, an organization formed in a Puerto Rican neighborhood during the confrontational politics of the 1970s. The dissertation advances previous scholarship on the Young Lords by offering reasons to consider these youthful leaders as lay Catholic advocates of social justice in Philadelphia and describes the role of faith convictions as they pursued social justice in the style of the biblical prophetic burden. Through interviews and textual analysis, the dissertation traces the evolution of lay volunteerism before the Second Vatican Council as foundational to the Young Lords’ application of liberation theology. The Young Lords in Philadelphia also followed the Puerto Rican Nationalist Party’s definition of the people’s multiracial identity and the Nationalists’ defense of Catholic principles. Their experiences are inserted into the general history of Philadelphia, a city which Quakers had founded as a cluster of urban villages, producing a distinctive pattern of ethnic enclaves of Philadelphia’s row house neighborhoods. The city’s Catholicism had structured parish life upon the civic culture, and initially extended this model to its Puerto Rican ministry. However, racial polarization at a time of municipal crisis under Rizzo invited new pastoral strategies towards civil right and the Vietnam War. Despite the Young Lords’ reliance on Marxist principles and the confrontational politics of the Black Panthers, local Catholic clergy supported many of their efforts. The dissertation explores the symbolic capital gained by the Young Lords which made them into a vanguard organization in the city’s fields of political and pastoral interaction.
Temple University--Theses
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Robert, Brigitte. "Espaces et identités dans le roman féminin centre-américain contemporain (1980-2000)." Poitiers, 2005. http://www.theses.fr/2005POIT5020.
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A partir d'une sélection de romans féminins centre-américains contemporains publiés entre 1980 et 2000, cette étude examine les différentes facettes de la question identitaire personnelle et nationale. Après avoir cerné l'espace intime, subjectif et personnel des personnages féminins, notamment lorsque ceux-ci abordent la thématique de la voix et du corps féminins, nous avons ensuite analysé l'espace public et social, souvent hostile à leur présence, dans lequel se meuvent les personnages. Nous avons ensuite analysé l'espace symbolique, produit d'un imaginaire national : tout d'abord, le questionnement des mythes des histoires nationales qui implique, notamment, l'analyse des modalités de la construction du discours officiel ; puis la redéfinition d'un imaginaire national pluriel, qui tente de combler certains vides de représentation et d'enrichir l'espace symbolique grâce à la diversité culturelle
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Cycyk, Lauren Marie. "Early Language Learning and Teaching of Toddlers from Mexican Immigrant Homes." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/394430.
Full textAbstract:
Communication SciencesPh.D.
This two-part dissertation investigated the home language experiences and language development of 35 toddler-aged children from low-income Mexican immigrant families. These children represent a rapidly growing demographic in the United States. Because early language abilities are closely linked to later academic success, understanding the characteristics of the early language learning experiences provided in the homes of Mexican immigrant children is a foundational step to supporting their strengths and needs prior to formal school entry. In the first study of this dissertation, semi-structured interviews were conducted with the children’s mothers regarding the everyday activity settings of their young children. Degree of maternal acculturation was also assessed. Commonalities and variations in mothers’ values, beliefs, and practices regarding language teaching and learning were revealed. The commonalities included attention towards children’s early behavior and social skills, collective child-rearing practices, emphasis on the family unit and Mexican identity, and support for Spanish-English language learning and educational success, among others. A limited number of variations were also found to be associated with mothers’ affiliation with Anglo-American culture. In the second study, naturalistic recordings of the toddlers' language input in the home were analyzed in-depth to describe features of the quantity and quality of the input to which children were exposed. A wide range of variability in children’s quantity and quality was found. In addition, the relative amount of Spanish and English spoken to children was determined. Spanish was the primary language used with children, although English was also used in most homes. Children’s productive vocabulary in both languages was further measured contemporaneously; total vocabulary size ranged widely across children. There were no associations revealed between the characteristics of children’s language input quantity and quality and their productive vocabulary, although quantity and quality were related to one another. Implications of both studies to early childhood researchers and practitioners focused on early language development, including speech-language pathologists, are discussed.
Temple University--Theses
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Tala, Diaz Denise. "Living Through the Chilean Coup d’Etat: The Second-Generation’s Reflection on Their Sense of Agency, Civic Engagement and Democracy." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159302076798197.
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Howse, Tashana. "A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5948.
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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Mathematics Education
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Coentro, Susana Xavier. "An Iberian Heritage: Hispano-Moresque architectural tiles in Portuguese and Spanish collections." Doctoral thesis, 2017. http://hdl.handle.net/10362/24220.
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This is the first archaeometric study comparing Hispano-Moresque tiles from different Portuguese and Spanish collections, no other published one being known at the time of writing. Despite the increasing interest in the Iberian ceramic cultural heritage, a specific study dedicated to architectural tiles was lacking. With this in mind, this thesis offers a first approach on the technological features of these impressive – although somehow undervalued – architectural tiles.
With this work, important Portuguese and Spanish Hispano-Moresque tile collections are characterised, compared and studied: National Palace of Sintra (Portugal) (PNS), Monastery of Santa Clara-a-Velha (Coimbra, Portugal) (SCV), archaeological site of Santo António da Charneca (Barreiro, Portugal) (SAC), Instituto Valencia de Don Juan (Madrid, Spain) (IVDJ), Casa de Pilatos (Seville, Spain) (CPS) and Museo de Cerámica y Artes Sumtuarias “González Marti” (Valencia, Spain) (MCV). The aim is to provide a
physicochemical characterisation of both the glazes and the ceramic bodies of the tiles to better understand the production technology.
The methodology proposed for this study had the main purpose of developing a minimally invasive and essentially non-destructive approach with complementary analytical techniques that will allow for replication in future studies with other Hispano-Moresque tile collections. The techniques chosen were:
Micro-Particle Induced X-Ray Emission (μ-PIXE), Laser Ablation Inductively Coupled Plasma Mass Spectrometry (LA-ICP-MS), Scanning Electron Microscopy with X-ray Microanalysis (SEM-EDS), μ-Raman spectroscopy, Micro-X-ray diffraction (μ-XRD) and Synchrotron Radiation Micro-X-ray diffraction (SR-μ-XRD).
The archaeometric study concluded that calcareous clays were the standard material used for the ceramic bodies of the tiles. Lime content is frequently higher than 20 wt.%, which is a high value among the typical calcareous clays analysed in the literature, although within the expected results for tinopacified ceramic bodies.
The glaze technology employed in Hispano-Moresque tiles followed the Islamic tradition that was introduced in the Iberian Peninsula from the 8th century onwards. High-lead glazes (ca. 30-50 wt.% PbO) were identified in all analysed samples. Two types of high-lead glazes were identified: “transparent” and tin-opacified. Besides the disparity in tin contents, the two glaze types also evidence differences in sodium and lead values. A sodium compound (most likely NaCl) may have been added to compensate the lower PbO content in tin-opacified glazes. The pictorial layer is composed of five colours: white (SnO2), blue (SnO2 + CoO), green (CuO), amber (Fe2O3) and brown (MnO). These colours exhibit different shades depending on the glaze recipe, its thickness and the influence of the underlying ceramic body. White and blue are consistently tin-opacified, whereas most green, amber and brown glazes are transparent.
The results of the archaeometric study identify a widespread ceramic technology. Nevertheless, it is still visible a higher proximity between the CPS, IVDJ-Seville, SCV and PNS collections – although with differences among them – whereas the MCV and IVDJ-Toledo groups display distinct features that attest for their different provenance.
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Valdez, Reynaldo Alexander. "To walk with giants: a collection of short fiction and poetry." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-3166.
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My thesis is a collection of my own original poetry and short fiction written as a
kind of response to Walt Whitman's "Song of Myself." Instead of having Whitman
continue to represent me through his poem, I wish to represent myself through my own
poetry. I attempted to create a new kind of fiction and poetry from the perspective of a
Hispanic who has less of a tie to Mexico or the homeland and more of the cultural
influences of the United States. Instead of focusing on differences between myself and
the dominant culture, I attempted to discuss in chapter II my philosophy concerning
subjects such as; war, religion, time and space, and society. In chapter III, I tried to
reconcile various cultural mythologies as the United States does not have a single shared
mythology. And in chapter IV I gave my own predictions of the future based on personal
observation. My twofold goal of this collection was to one, demonstrate that Hispanic
writers are capable of more than lamenting their shared past. And two, to challenge the
notion that anything besides a disenfranchisement narrative is "inauthentic" and renders
me a poor writer of Hispanic literature. I believe it is up to the reader to decide whether I
have accomplished these goals.
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Cox, Jr Robert Archie. "Unique and Collective Impact of Interpersonal and Structural Stigma: Minority Stress Mediation Framework with Latinxs." Thesis, 2020. https://doi.org/10.7916/d8-n4fq-7444.
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The purpose of the present study is to understand how interpersonal and structural ethnic stigma uniquely and collectively confer risk for adverse mental health outcomes in Latinx individuals living in the U.S. Employing a minority stress mediation framework with 639 self-identified Latinxs, the current study utilized manifest and latent variable correlations and latent variable structural equation modeling to examine distal stressors (interpersonal ethnic stigma, structural ethnic stigma) as predictors of mental health outcomes (psychological distress, psychological well-being), with proximal stressors (expectations of stigma, internalized stigma, perceptions of structural stigma) and a general psychological process (rumination) as potential mechanisms through which stigma experiences confer mental health risk. Findings were mixed in terms of their support for study hypotheses. Overall, results indicate that a minority stress mediation framework is applicable with a Latinx population. Interpersonal ethnic stigma yielded direct and indirect associations with proximal stressors, psychological processes, and mental health outcomes, and both proximal stressors and psychological processes emerged as potential pathways through which stigma experiences confer risk. However, associations among structural ethnic stigma and study variables were mostly nonsignificant. Findings are discussed in terms of their implications for clinical practice, education of mental health practitioners, and immigration policy, along with limitations and future directions.
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Estrella, Katherine Scott, and Paula Wolfe. "Meeting the University Mission." 2006. http://hdl.handle.net/10150/222282.
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Conference proceeding from the Living the Future 6 Conference, April 5-8, 2006, University of Arizona Libraries, Tucson, AZ.The University of Arizona goal is to be the Hispanic university for Arizona. The library strives, through collections of secondary and primary resources to support the university mission, our Hispanic community, research and teaching. The art and architecture project involves assessing the present collection for important books and resources, work with the archivist of the Borderland Special Collection to collect primary resources, make a list of connections in Mexico for books and primary resources, build a collection development policy to cover the arts and architecture, and work with faculty teaching courses and doing research on Mexico that use our secondary and primary resources.