To see the other types of publications on this topic, follow the link: Mexican American parent participation.
Dissertations / Theses on the topic 'Mexican American parent participation'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Mexican American parent participation.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Peña, Delores Cecile. "Parental involvement : a case study of Mexican American social and cultural capital /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Full text
2
Keith, Patricia Berg. "Effects of parental involvement on Mexican-American eighth grade students' academic achievement: a structural equations analysis." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/40439.
Full textAbstract:
Mexican-American children are educationally disadvantaged, are at-risk for academic failure, and have not demonstrated the academic achievement that other immigrant groups have, even after they have lived in the U.S. for many generations. Today, parental involvement is being touted by government officials and the popular press as one mechanism through which academic achievement can be increased. If parental involvement is indeed effective, it may be one mechanism for improving the achievement of Mexican-American students.
For this research, causal modeling (path analysis) was used to investigate the influence of parental involvement on overall academic achievement, and the reading, math, science, and social studies achievement on 1,714 eighth grade Mexican-American children. This research utilized the National Education Longitudinal Study of 1988 (NELS 88), the third major national longitudinal survey developed by the National Center for Education Statistics (NCES).
Parental involvement, defined as discussing school activities and having high educational aspirations for children, positively affected all academic achievement areas. SES (socioeconomic status) and previous learning also had strong influences on achievement. Interestingly, as parents' language proficiency increased, parental involvement decreased, when controlling for the gender of the student, SES, parents' birth place, and previous learning. Gender differences were evident in all academic areas, and females received more attention than males from their parents. Family rules did not influence academic achievement and may in fact have a negative influence on social studies achievement.
Since a good education is necessary for all who live in modern society, educators and policy makers should continue to encourage Mexican-American parents to discuss school activities and have high educational aspirations for their children. Parental involvement is one potentially alterable variable which can positively influence the academic achievement of Mexican-American children.<br>Ph. D.
3
Ramirez, Maria Guadalupe. "The effects of Mexican Americans, Chicanos parental involvement on schooling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2811.
Full text
4
Carranza, Francisco David. "The effects of perceived parental educational involvement, acculturation and self-esteem on the academic performance and aspirations of Mexican-American adolescents." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2213.
Full textAbstract:
The purpose of this study was to investigate the effects of parental educational involvement, acculturation and self-esteem on the academic performance and academic aspirations of Mexican American adolescents.
5
Pulido, Monica Victoria. "Exploring the values, the attitudes, and the experiences of Mexican-Americans toward education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2279.
Full text
6
Vargas, Piel Marie. "Parent-teacher home response learning journals to foster collaboration in children's literacy development." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1762.
Full textAbstract:
The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.
7
Matty-Cervantes, Carmen Maria. "Describing parent participation in a Mexican school." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.
Full textAbstract:
Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.
8
Rehm, Roberta S. "Mexican American family experiences with chronic childhood illness /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7327.
Full text
9
Manning, Linda Citlali. "Diversity within a parenting measure for immigrant Mexican American mothers /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4753.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.
10
Major, Adia. "Social constructionism, parental ethnotheories, and sex education exploring values and belief systems in a Mexican/Mexican-American population /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244648092.
Full text
11
Shader, Michelle Elizabeth. "Creating community through communication: The case of East Desert Unified School District." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2692.
Full textAbstract:
East Desert Unified School District (EDUSD) serves many immigrant, migrant, and first generation students. The objective of this thesis is to identify the community processes and channels used that it serves. Organizationally, the interractions between the district and its communities will be studied from a systems perspective. Intercultural communication theories and organizational communication theories provide lenses for examining the communication processes occuring between the communbity and organization within the district, the parents resource service center alone with children and Family Services are grant supported and provide outreach services to community members.
12
Marone, April Dawn. "A distance-learning program to serve migrant families." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2464.
Full textAbstract:
The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.
13
Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
14
Jones, Errity. "Utilizing Probabilistic Reinforcement to Enhance Participation in Parent Training." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3173.
Full textAbstract:
Parental participation in parent training programs is necessary for success in behavioral parent training. Prior literature has demonstrated probabilistic reinforcement as an effective intervention for improving a wide variety of behaviors. In the present study, a probabilistic reinforcement program (i.e., lottery) was implemented in order to evaluate its efficacy as part of a behavioral parent training program. The behaviors targeted for increase included attendance, participation, homework completion, and performing role-plays or completing in-class assignments for two 10 week Tools for Positive Behavior Change courses. Participants earned lottery tickets for each of the dependent measures, and drawings took place at the end of each class. An alternating treatments design was employed to determine any differences in performance on the dependent measures between baseline and lottery sessions. Results showed that participants attended and participated more with parent training under the conditions of a lottery compared to baseline class sessions although the effect was minimal; furthermore, this effect was observed more clearly for one of the two classes. Further research is needed to explore the effect of a lottery intervention on parent participation in parent training programs.
15
Hernandez-Meneses, Luz Maria. "TheInfluence of Parenting Factors on Alcohol and Marijuana Use among White and Mexican American Adolescents:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108913.
Full textAbstract:
Thesis advisor: Thomas M. Crea<br>Thesis advisor: Oscar A. Martinez<br>Background: Substance use in adolescence is associated with a vast variety of behavioral and health problems contributing to a public health burden including engagement in risky sexual practices, unwanted pregnancies, increased morbidity and mortality, violent behaviors, and school dropout, among others. The use of alcohol and marijuana in adolescence and young adulthood are risk factors for subsequent substance-related adverse effects. Parents play a key role in the prevention of substance use. This study has the aim of analyzing the influence of parenting styles used during childhood and the rearing process on alcohol and marijuana use among adolescents over time through adulthood. Results will provide information to contribute to “Ensure healthy development for all youth” which is one of the 12 Social Work Grand Challenges introduced by the American Academy of Social Work and Social Welfare in January (2015). According to this initiative, every year, six million young people receive treatment for severe emotional, mental, or behavioral problems. Strong evidence is needed to show how to prevent problem before they emerge and by unleashing the power of prevention, and research can contribute to help youth to become healthy and productive adults (AASWSW, 2015). For the analysis, we use the typology developed by Diane Baumrid (1971) which defines four parenting styles considering the combination of warmth and control exerted by parents: authoritative, authoritarian, neglectful, and permissive. This framework emphasizes the mechanisms behind family contextual factors impacting youth development influencing substance use. Then, we explore the association of such parenting styles stratifying by race-ethnicity considering Whites and Mexican American adolescents. Material and methods: Multilevel, hierarchical regression analysis was conducted using three waves of the Add Health Survey data (Add Health Survey), a longitudinal study of a nationally representative sample of adolescents between 11 and 19 years old enrolled in grades 7-12 in the United States over four waves. We follow longitudinally the analytic sample of 12,143 participants where 1,640 were Mexican Americans and 10,583 were White Americans. We test the hypotheses of association of alcohol and marijuana use separately considering race-ethnicity, SES, and parenting styles and stratified analysis by parenting style and race-ethnicity for three waves collected in 1995, 2001 and 2008. Results: Alcohol use: Main outcomes for alcohol use were that Mexican American adolescents had no higher rates of alcohol use at baseline and were more likely to use alcohol at the 6 years follow up compared to White adolescents. The association between family SES level and alcohol use was no different at baseline (1995) but those kids in higher family SES level have higher odds of using alcohol than those low family SES in the following six and thirteen years. Regardless of race-ethnicity, adolescents from families with authoritarian parenting style were more likely to consume alcohol at baseline while those with permissive parents are less likely to use it. Adolescents from families with authoritarian parenting style used alcohol at a higher rate in the six years follow up, while those with permissive parents had lower odds of use. Stratified analysis showed that White children whose parents were authoritarian at baseline were more likely to consume alcohol compared to those with authoritative parenting. White adolescents with permissive parenting style had fewer odds of using alcohol at baseline. Mexican and White adolescents whose parents were authoritarian were more likely to use alcohol compared to those whose parents were authoritative at the six years follow up. Mexican American and White adolescents whose parents were permissive were less likely to use alcohol than those whose parents were authoritative at the six years follow up. Marijuana use: Mexican American adolescents have higher rates of use of marijuana compared to White adolescents at baseline and at the 6 years follow up. Independent of race-ethnicity, the association between family SES level and marijuana shows that those adolescents with high family SES showed higher odds of using marijuana at the 6 and 13 years follow up. In the stratified analysis, it was found that white adolescents with higher SES had more odds of using marijuana at six years and after 13 years. Independently of race-ethnicity, adolescents from families with authoritarian and neglectful parenting style were more likely to use marijuana at baseline and less likely to consume it if their parents were permissive compared to those with authoritative parenting style. Also, those youths, whose parents were authoritarian and neglectful at baseline, were more likely to use marijuana in the six years follow up compared to those with authoritative parenting style. However, those with permissive parents had fewer odds of using it in the six years follow up and at the thirteen years follow up compared to those with authoritative parenting styles. Authoritarian parenting style was associated with worse outcomes in terms of marijuana use for White adolescents at baseline and at the six years follow up. Permissive parenting styles was associated with less odds of marijuana use for White adolescents at baseline and at the six years follow up. Also, authoritarian parenting style was associated with higher odds of using marijuana in Mexican American adolescents at the six years follow up while permissive parenting styles was found to reduce the odds of use. The most important gap in terms of risk of using marijuana was found for Mexican American adolescents who were found to have high odds of using marijuana if their parents had been authoritarian or neglectful at baseline, at the six and thirteen years follow up. Findings may be beneficial to prevention specialists in developing programs targeting Mexican American youth to enhance parenting behaviors to deter alcohol and marijuana use. Actions need to be addressed to promote management of adequate parenting styles and better parent-youth relationship for both populations<br>Thesis (PhD) — Boston College, 2020<br>Submitted to: Boston College. Graduate School of Social Work<br>Discipline: Social Work
16
O'Brien, Gregory Sean. "Valuing education how culture influences the participation of Mexican immigrant mothers in the formal education of their children in the United State /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019838501&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274722599&clientId=48051.
Full textAbstract:
Thesis (Ph. D.)--University of California, Riverside, 2010.<br>Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
17
González, Miranda Andrade. "Needs Assessment for Parent Literacy Program." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799506/.
Full textAbstract:
Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.
18
Stanford, Jane Herring. "Measuring the Implementation of Employee Involvement in the Maquiladora Industry : A Matched-pairs Analysis of United States Parent Companies and Their Mexican Subsidiaries." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278521/.
Full textAbstract:
Participative management practices between United States parent companies in the maquiladora industry and their Mexico assembly plants were investigated for this study. It was hypothesized that managers of parent maquiladora companies in the United States encouraged greater levels of worker participation than did expatriate managers in Mexican subsidiaries. However, the findings of this study indicate that expatriate managers in a number of the Mexico subsidiaries are currently implementing employee involvement approaches. In some instances, highly participative team-based approaches are being used.
19
Hernandez, Melissa Escobedo. "Parent and teacher ratings of Mexican American childrens behavior on the BAS : influence of acculturation on a Texas sample." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3057.
Full textAbstract:
The purpose of this study was to explore the effects of acculturation on the parent and
teacher ratings of non-clinical Mexican American children's behavior, using the BASC
Parent Rating Scale-C (PRS-C ) and the Teacher Rating Scale-C (TRS-C ). One
hundred twenty-three children of Mexican descent (ages 6-11) attending Texas public
schools were rated by their parents and teachers. Parent acculturation level was
measured using the Acculturation Rating Scale for Mexican Americans-II. Parents were
assigned to High, Medium or Low acculturation groups based on a combination of linear
acculturation levels (Part 1) and obtained typologies (Part 2). Parent acculturation level
was then assigned to TRS-C data creating matched-rater pairs (PRS-C and TRS-C of
same child) for use in this study.
Internal consistency reliabilities for the Total Mexican American sample's Teacher
Rating Scale-C (TRS-C) were more similar to the published BASC general norms than
the Total Mexican American sample's Parent Rating Scale-C (PRS-C ) on six of the
nine clinical scales investigated and on all three of the shared adaptive scales. The most
striking internal consistency result emerged when the sample was subdivided by acculturation, the High acculturation TRS-C Conduct Problems scale showed no
cohesion of items for this sample (.00). Comparison of the Total, High, Medium, and
Low groups' obtained distributions on each of the 16 selected scales of the PRS-C and
TRS-C to the published BASC general norms revealed: 1) six significant differences of
potential clinical relevance on the PRS-C scales, and 2) thirteen significant differences of
potential clinical relevance on the TRS-C scales. Both parents and teachers rated the
children as demonstrating less maladaptive symptoms on the Aggression, Depression,
Hyperactivity, and Behavioral Symptom Index. Only parents reported lower
Adaptability and Adaptive Skills scores. And only teachers of the High acculturation
group reported higher Adaptability scores. No systematic influence of acculturation was
present among any of the 16 selected scales. However, the parents and teachers of the
High acculturation subgroup did have more moderate correlations than the Medium and
Low groups combined.
20
Maldonado, Alfred C. "Sources of Support and Parental Performances a Descriptive Study of Mexican-American Female Single Parents." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331344/.
Full textAbstract:
This is a descriptive study of the statistical association between the amounts of financial—emotional supports available and their impact on the degree of difficulty in the performance of the parental roles of a nonrandom sample of eighty-six Mexican-American female single parents from McAllen, Texas. The sample was divided into four socioeconomic status categories.
A total of twenty-nine variables were correlated: twenty independent, financial-emotional and nine dependent parental performance variables. The twenty variables were defined in terms of socioeconomic resources: child-care availability and satisfaction, nature of personal/children problems, and frequency of interaction with significant others defined emotional supports. Parental role performances were defined in terms of having children with medical, learning or emotional problems, and the degree of difficulty in caring for sick children, spending time with them, yelling and screaming, use of corporal punishment and feeling overwhelmed by parental demands.
Analyses indicated that these families functioned in a stable and viable manner, with little evidence of disintegration or "pathology." The parents had extensive social networks comprised of kin# coworkers, and friends, and they interacted with these support people on a regular basis, usually several times per week, but at the same time the parents rarely interacted with the ex-husbands or ex-in-laws, The majority of ex—husbands had never made any support payments and rarely saw their children.
The single parents did not evidence unmanageable problems in caring for their children, or in asserting control and authority over them. Corporal punishment, yelling and screaming, and other discipline problems were minimal issues, and were not more severe or serious than before the divorce. The mothers were satisfied with the available child-care and the general growth of their children, but felt they continuously carried a tremendous burden, and all indications are that, even with sources of different kinds and levels of support. Finally, a number of recommendations were made for further research hypotheses, issues, and public policy formulations.
21
Chanona, Burguete Alejandro. "The Mexican foreign economic policy and the process of formal integration in North America : Mexico's participation in NAFTA : national preference formation." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274327.
Full text
22
Cayer, Krista Stinson. "Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.
Full text
23
Graves, Scott Herbert. "Public participation in bureaucratic policy-making :the case of the U.S.-Mexico Border Environment Cooperation Commission." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037013.
Full text
24
Cota-Robles, Sonia L. "Acculturation, familism, and parent-adolescent processes: The role of adherence to traditional cultural values in reducing the risk for delinquency for Mexican American adolescents." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280164.
Full textAbstract:
Findings that Hispanic youth are at greater risk for delinquency than their Anglo American counterparts, have been used to suggest that traditional Hispanic cultures tolerate or even promote delinquency (Thom, 1997). However, when Hispanic youth are assessed by acculturation level, those most closely connected to the Hispanic culture of origin are at least risk for delinquency (Buriel, Calzada, & Vasquez, 1982; Fridrich & Flannery, 1995). The present study of 527 Mexican American high school students from two-parent families investigated how acculturation may function to minimize the risk for delinquency. Results indicate that Mexican American adolescents' reduced affiliation with Mexican culture is related to lower levels of the traditional Hispanic cultural value of familism and that familism is related to parent-adolescent processes linked to a reduced risk for delinquency, specifically parent-adolescent attachment and parental monitoring. Results also suggest that familism mediates the relationship between acculturation and delinquency through its effect on parent-adolescent processes related to a reduced risk for delinquency. Some gender differences were noted in follow-up analyses. For girls, only maternal monitoring was significantly related to a reduced risk for delinquency. For boys, only mother-son attachment was related to a reduced risk for delinquency. These findings are consistent with a causal model in which decreasing levels of familism help to explain the relationship between acculturation and delinquency to the extent that familism promotes parent-adolescent processes that are related to a reduced risk for delinquency, and suggest that traditional Mexican cultural values function as a protective factor for Mexican American youth and not as a risk factor. Furthermore, traditional gender role values may play a role in explaining the relationship between family processes and a reduced the risk for delinquency for Mexican American adolescents. This study suggests that relevant traditional Hispanic cultural values should be considered in designing and executing delinquency prevention and intervention programs aimed at Hispanic youth.
25
Davis, Lori Anne Jancuska. "The Effect of Parent Involvement Training on the Achievement of Hispanic Students." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277813/.
Full textAbstract:
The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.
26
Santamaria, Cristina Corrine. "Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194619.
Full textAbstract:
The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their learning and parents moved toward full participation as they developed confidence, skills, and awareness about themselves as agents of change.A Critically Compassionate Intellectualism (CCI) model, derived from Sociocultural Theory and Critical Race Theory (CRT), was applied to analyze the ways parents demonstrated their understanding of participation through cooperation, caring, and critical consciousness. A Participatory Action Research (PAR) approach was implemented as a method through which parents' roles in the investigation and their definitions of participation were explored.Primary data sources included individual and focus group interviews, discussion/planning sessions, and a debriefing session. Secondary sources consisted of weekly journals, an open-ended survey, and audio memos. Most data sources were transcribed and coded using an "open-coding" procedure. Then primary sources were coded a second time for a more detailed analysis of parents' evolving views of participation.Novice parents reported that within a cooperative environment they could share their thoughts and feelings about their children. They acknowledged that their voices were heard and, therefore, felt validated and supported. Parents' critical consciousness was raised as they felt more confident in generating positive changes for their children. Both veteran and novice parents' roles changed over time. Veteran parents' leadership grew and novice parents became more active and vocal in the research process.This study presented alternative ways to understand parent participation. Being listened to and respected by teachers and school administrators were important reasons for parents' active participation. Feeling supported at IEP meetings and having open communication with teachers also were important factors contributing to parents' participation. Definitions of participation should continue to expand to allow a space for parents' diverse experiences.
27
Howard, Caran Amber Crawford. ""I've always been for education": Mexicana/o participation in formal, non-formal, and informal education in the Midwest, 1910-1955." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1634.
Full textAbstract:
This dissertation provides a history of Mexicana/os' participation in three modes of education: formal, non-formal, and informal, in the midwestern states of Iowa, Kansas, Minnesota, and Missouri, from 1910 to 1955. Informed by Critical Race Theory and LatCrit Theory, the study addresses the social constructions of race, gender, and class as it analyzes how these ongoing and complex constructions influenced not only how dominant society structured and practiced education offered to Mexicana/os but also how Mexicana/os participated in education and made education work for them in parochial and public schools, in settlement houses, in churches and missions, and in familial and community settings.
28
Butler, Ami R. "Funds of Knowledge and Early Literacy: A Case Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799487/.
Full textAbstract:
When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.
29
Darter-Lagos, Michelle M. "School Psychologists' Perspectives on Parent Involvement Activities." [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000087.
Full text
30
Blanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.
Full textAbstract:
Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in an advanced mathematics course in sixth grade. Since enrollment in Algebra I in high school is said to be a strong predictor of college attainment and with the growing number of Latino students across the nation, this study has the potential to help district and campus leaders establish whole-school systems for communicating with Latino parents to encourage their children to enroll in advanced mathematics courses at earlier grades. Participants in this study included four sixth-grade students enrolled in an advanced mathematics course, four enrolled in regular mathematics, their mother or father, two mathematics teachers, a school counselor, and two district administrators. Data analyzed included audio recordings of semi-structured interviews of each of the participants. The findings suggested that the district has proactively developed a systematic process of creating that includes six data points to create a student profile of students that will do well in advanced mathematics. This process is helping the district close the gap between total Latino school enrollment and the enrollment of Latino students in advanced mathematics. The findings also suggested that specific communication with parents about the importance of enrollment trajectories might influence the enrollment of students into advanced mathematics courses at earlier grades.
31
Lee, Kirk T. "Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3103.
Full textAbstract:
Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system.
This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups.
The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.
32
Hotchkiss, Angela M. "An analysis of the obstacles that prevent the meaningful participation in the IEP process by parents/guardians of African American males in special education." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/87.
Full textAbstract:
Participation of minority parents in the Special Education IEP process continues to be a concern for public school administrators. With the disproportionality of African American males placed in special education and the mandatory involvement requirement in the IEP process, administrators and schools would benefit by understanding the obstacles that prevent the meaningful participation of parents/guardians of African American high school males in the special education IEP process. The purpose of this qualitative study was to analyze the obstacles faced by parents/guardians of African American males, grades 9-12, in the special education Individual Education Plan (IEP) process. This study involved interviewing ten parents/guardians of African American males receiving special education services, attending high schools in Contra Costa and Alameda counties in California. The results found the following themes that prevented the parents/guardians from meaningful participation in the IEP process: (1) Communication between home and school, (2) Knowledge of special education, (3) Parental rights and involvement in the IEP process, and (4) Attitudes of teachers. The strategies there were recommended to increase parental involvement were: (1) Engagement in active listening to parents and guardians at IEP meetings, (2) Changing of IEP meetings to work with parents' work schedules. (3) Improve overall communication with parents and guardians, and (4) Provide special education training for parents and guardians to teach them special education terminology and jargon. Lastly, the study provided various recommendations for further study.
33
Lewis, Junko Yokota. "Home Literacy Environment and Experiences: A Description of Asian American Homes and Recommended Intervention." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330961/.
Full textAbstract:
The purpose of this study was to describe the home literacy environments and literacy experiences of a select group of Asian American children, and to recommend an intervention program based on the findings. The target population was the families which sent their children to a Saturday Asian language and culture school while sending them to public schools during the week, because of their expressed interest in literacy and the probability of their being the group to most likely benefit from intervention.
The Home Literacy Environment and Literacy Experiences survey was initially sent out and results tallied and quantified. Upon placing the returned surveys into groups of "high," "middle," and "low" home literacy environment and literacy experiences, a sample of five "high" and five "low" families was selected for further study. Home visits, interviews, field notes, collection of artifacts and other methods of data collection provided a clearer picture of the state of the home literacy environment and literacy experiences of the families studied.
Families rated as having "high" home literacy environment and experiences were found to have a larger number of literacy-related materials and higher frequency of literacy-related activities. Bilingualism and education were perceived as being important. The families also exhibited a strong interest in music and music lessons.
Parents expressed a desire for two two-hour training sessions which would be held at the Saturday school location while their child attended classes there. It would be ideally held in the native language of the parents by a speaker from the native country. The parents preferred workshops with actual practice and examples which could be seen, accompanied by reading materials. Topics in which parents expressed interest include, in descending order: (a) 'selection of books for and with their child, (b) how to encourage their child to read, (c) how to discuss stories with their child, and (d) how to read aloud to their child.
34
Williams, Julie J. "Supporting Mathematics Understanding Through Funds of Knowledge." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804889/.
Full textAbstract:
Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research by expanding the work on how Hispanic parents support mathematics learning.
35
Ortiz, Christine. "An evaluation of ADHD children and parental stress within the Latino culture." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1575.
Full text
36
Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
Full text
37
Nathans, Laura L. "The Impact of HIPPY on Maternal Self-Efficacy." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699852/.
Full textAbstract:
Parenting self-efficacy refers to the ability of parents to have confidence in their abilities to effectively parent their children. Parenting self-efficacy can be divided into two types: (a) general parenting self-efficacy, which is defined as a parent’s overall sense of ability to effectively parent; and (b) task-specific parenting self-efficacy, which is defined as a parent’s confidence level to perform specific parenting tasks, such as teaching and nurturing (tested in this study). The study applied Bronfenbrenner’s bioecological theory to an analysis of (a) the effect of the HIPPY program in interaction with family and neighborhood variables on parenting self-efficacy and (b) the effect of the interaction of family and neighborhood variables on parenting self-efficacy. A group of 138 HIPPY mothers and a group of 76 comparison mothers who did not receive HIPPY services were surveyed. The sample was largely Hispanic. Results indicated HIPPY predicts task-specific parenting self-efficacy for teaching tasks, but not general parenting self-efficacy or task-specific efficacy for nurturance. Many family variables that reflected Hispanic family values were unique predictors of all three types of parenting self-efficacy, both in analyses involving interactions with HIPPY and with neighborhood variables. Neighborhood variables solely predicted general parenting self-efficacy. Moderation effects were found for the interaction between family conflict and neighborhoods in predicting general parenting self-efficacy, and the interactions between family control and all three types of parenting self-efficacy. Overall, the bioecological model was inapplicable to urban, Hispanic mothers in the surveyed population because of the lack of interaction effects found in the study.
38
Georgas, Krista Byrd Theresa McPherson Rena Sue Hixson James. "Mexican American parent atttitudes towards research participation." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1444587.
Full textAbstract:
Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2779. Adviser: Theresa Byrd. Includes bibliographical references.
39
Gonzales, Zina Lynn. "Mexican American parents of elementary students classified as emotionally disturbed : perceptions of rights, roles, and actions." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-12-6416.
Full textAbstract:
The goal of this study was to examine the perceptions of disability, parental rights, roles, and advocacy actions of Mexican American parents with elementary-aged children classified as having an emotional disturbance. It explored parents’ understanding of their child’s disability, knowledge of their educational rights, and their perceived roles in special education. It also examined how parents ensure their children’s needs are met by the special education system.
Six parents from five elementary schools in a Texas urban school district were interviewed. In addition to data gathered from the semi-structured interviews, data was also collected through direct observation of parent participation in ARD (Admission, Review, and Dismissal) meetings and a review of the students’ special education file for documentation of parent participation, such as questions, input, and concerns given by parents. Inductive coding was used to analyze the data.
Findings generated by the study revealed that despite the complexity of the special education system, parents educated and empowered themselves to ensure their children’s needs were met. They constructed various understandings of their children’s disability, perceiving it to be a genetic illness, gender specific (“boys will be boys”), or the result of having an absent parent. In regards to the parents’ understanding of their rights in the special education process, parents had a general understanding or limited awareness of these rights. Parents also perceived themselves in a variety of roles, from advocate to educator to caretaker, within the special education system. Parents engaged in a number of actions to ensure their children’s needs were met; they questioned the special education process, maintained high expectations, met with administrators, researched their rights, and pursued outside resources. Contrary to previous research that suggested low rates of parent participation in special education, the parents in this study actively participated in their children’s special education. These findings contributed to the limited research in this area, providing valuable insight into the perceptions of Mexican American parents of children classified as emotionally disturbed.<br>text
40
Valdez, Verónica Eileen. "Mothers of Mexican origin within day-to-day parent involvement: agency & Spanish language maintenance." Thesis, 2005. http://hdl.handle.net/2152/2347.
Full text
41
"Mexican-Origin Circumstantial Bilingual: The Child, The Parent, The Advocate." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.20881.
Full textAbstract:
abstract: In order to adapt to a new culture and new language, children of immigrant families are faced daily with the responsibility of being the intermediaries between the family and the host culture through their language proficiency (Weisskirch & Alva, 2002). This thesis looks into the experiences of English-Spanish bilingual children as they bridge the gap between the family and the non-Spanish speaking community through their interpreting/translating skills. With an emphasis on children of Mexican-origin, the goal is to further understand and illuminate how these children manage this communication in an adult society, their feelings and thoughts about their experiences, and the child's perceptions about the influence that this experience may or may not have on their future. A sample of seventeen children agreed to participate in a semi-structured face-to-face interview to share their experiences. The data from these interviews were analyzed using a thematic analysis approach (Braun & Clarke, 2006). A priori themes of circumstantial bilingual and adaptive parentification were the initial focus of the research while being open to emerging themes. The children's accounts of their experiences indicated primarily that the Mexican-origin values of familism and respeto (respect) were a significant influence on them when they interpreted/translated for their family. With these traditional cultural values and norms as the groundwork, the sub-themes of normalcy and stress emerged as supportive elements of the circumstantial bilingual experience. Furthermore, the theme of adaptive parentification and the sub-themes of choice, expectation/responsibility to assist, and equality to parents offered further insight on how adaptive parentification can result as the roles of these children change. There was an emergent theme, identity negotiation, which increases our understanding of what the circumstantial bilingual child encounters as the attempt is made to negotiate his identity as an individual who has to mediate language between two opposing cultures. Due to the language brokering responsibility that are bestowed upon these children, it is concluded that communicative support by the parents is a necessary component of the parent-child relationship in order to nurture and develop these children as they negotiate and create their identity to become the successful leaders of tomorrow.<br>Dissertation/Thesis<br>M.A. Communication Studies 2013
42
Sosa, Erica T. "Mexican American Mothers' Perceptions of Childhood Obesity and Their Role in Prevention." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7235.
Full textAbstract:
The childhood obesity epidemic continues to escalate, disproportionately impacting Mexican American children. It is unclear how Mexican American mothers, who are at high-risk of rearing obese children, perceive childhood obesity, prevention or their role in prevention. Three studies - a systematic literature review, a qualitative study focusing on Mexican American mothers' perceptions of childhood obesity, and a qualitative study examining Mexican American mothers' perceptions regarding childhood obesity prevention and their role in prevention - were used to address this research question.
The first study is a systematic review of the literature regarding Mexican American mothers' perceptions of childhood obesity and their role in prevention. Four databases were searched for relevant articles and 22 studies met inclusion criteria and were included in the review. Social Cognitive Theory was used to sort similar findings across studies and identify scarce areas researched. Major findings included: (a) mothers felt inadequate to be role models for their children's healthy behaviors, (b) mothers did not identify short-term consequences of childhood obesity, (c) only 23% of studies explicitly used a theoretical framework to guide their study, and (d) most studies used heterogeneous groups (including all caretakers, including all Hispanics/Latinos) to discuss perceptions.
The second study used naturalistic inquiry to examine mothers' perceptions regarding childhood obesity, its causes and its consequences. Using a Social Ecological Model adapted to childhood obesity, the study examined causes of childhood obesity at different levels of influence - intrapersonal, interpersonal, and community. Obesity was identified as an adult issue by the mothers. Mothers were more aware of the health risks associated with having underweight children rather than overweight children. Lastly, mothers identified overweight children as those who are suffering from consequences.
The third study used a narrative inquiry approach to qualitatively investigate mothers' perceptions. Mothers suggested several ways parents could prevent childhood obesity and overweight among their children. However, fathers, grandparents and schools could unintentionally counter mothers' efforts to encourage healthful behaviors. Mothers identified a lack of ability to speak English, feelings of guilt associated with limiting food intake, and a lack of knowledge and skills as impediments in carrying out obesity preventive behaviors within the home.
43
"Sink or Swim: Understanding Mexican American Constraints and Facilitators for Swim Lesson Participation." Master's thesis, 2013. http://hdl.handle.net/2286/R.I.20892.
Full textAbstract:
abstract: The problem of the study was to investigate constraints and facilitators of Mexican American parents when deciding whether or not to enroll their children in formal swim lessons as a means of drowning prevention. The information obtained by this study (1) helps create awareness about youth drowning incidents and (2) provides insight about Mexican American perspectives and behaviors toward drowning prevention through, or not through as the case may be, youth formal swim lesson participation. This study's sample was purposively selected using typical case and snowball sampling techniques. Individual interviews were conducted with Mexican American parent participants and focus group interviews were conducted with aquatic personnel. From April to August, individual and focus group interviews were conducted in the border towns Sierra Vista, Bisbee, and Douglas in the state of Arizona. There were a total of 25 Mexican American parent participants: 10 had never enrolled their children in swim lessons and 15 had experience enrolling and observing their children in swim lessons. There were 3 focus groups interviews of aquatic personnel experts: Sierra Vista had 6, Bisbee had 7 and Douglas had 9 participants. The theory used to identify and classify the types of constraints and facilitators described in the findings of this study was the Leisure Constraints Theory proposed by Crawford, Jackson and Godbey, 1991. Finding from this study suggest that despite the uncommon perception, Mexican Americans youth are actually participating more in formal swim lessons than they have in past generations. Mexican American families in this sample reported major constraints for formal swim lessons as a reliance on learning form family and friends, swimming at private pools, money, time, and transportation as barriers to participation. Facilitators for Mexican American youth to participate in formal swim lessons are youth drowning awareness, education, lack of parental swimming ability, generational social norm behavior changes, financial assistance and an attitude shift in favor of formal swim lessons.<br>Dissertation/Thesis<br>M.S. Recreation and Tourism Studies 2013
44
"Ecological Contexts and Family Dynamics among Mexican American Families." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14603.
Full textAbstract:
abstract: In the present research, elements of the intra- (i.e., family dynamics) and extra-family (i.e., characteristics of parents' occupations) contexts were examined in a longitudinal design as associated, broadly, with individuals' mental health, relationship quality, and future orientations among Mexican American families with adolescent offspring in two separate studies. The first study reviewed the utility of applying dyadic data methods to the investigation of family processes, explored the strengths three different analytic approaches (i.e., the actor-partner interdependence model, a two-intercept model, and a difference model), and applied them to the study of marital relationships (N = 246 marital dyads). Results revealed that spouses' marital negativity was related to their own somatic symptoms, whereas, spouses' somatic symptoms were associated with both their own and their partners' marital negativity, with some variations by approach. This study suggested the three analytic approaches, though designed to answer slightly different questions, yielded a similar pattern of results with several important differences. The second study utilized a person-centered approach to identify family-level patterns of both mothers' and fathers' objective occupational characteristics (i.e., self-direction, hazardous conditions, physical activity), as well as the larger sociocultural context of these patterns (N = 160 dual-earner families). Results revealed three distinct occupational contexts: Differentiated High Physical Activity, Incongruent, and Congruent High Self-Direction. Results indicated that families in the Congruent High Self-Direction profile had the highest levels of youth career aspirations, whereas, educational aspirations were the highest among youth in both the Incongruent and Congruent High Self-Direction profiles. Youth-mother and -father conflict was highest in the Congruent High Self-Direction profile, and youth-father warmth was highest for families in the Differentiated High Physical Activity profile. This study suggested that Mexican American parents work in varied occupational contexts, and these contexts were differentially associated with family relationships and youth's orientations toward the future.<br>Dissertation/Thesis<br>Ph.D. Family and Human Development 2012
45
Edstrom, Lisa Naomi. "Taking Action: African American Mother Activists Working for Change in City Schools." Thesis, 2018. https://doi.org/10.7916/D8DJ6Z3G.
Full textAbstract:
African American parents have engaged in education activism throughout United States history, in attempts to gain better access to education for their children. Activism is taking direct actions to achieve a social or political goal. For some parents, the goal is positive change in schooling, at the local, community or state or national level, making their actions educational activism. In New York City, the nation’s largest public school system, parent activism has been documented describing actions of African American parents in cases such as the Harlem school boycott of 1958 and the struggle for control over the Ocean Hill-Brownsville schools in1967. The purpose of this dissertation is to add to a growing body of literature on education activism, moving beyond describing the actions by focusing on the experiences of the activists.
Using Black feminist thought as a theoretical framework, this study employs a storytelling methodology to understand the lived experiences of seven African American mothers who engage in educational activism in New York City today. Black feminist thought provides a framework to understand the situated experiences of the mothers as they navigate oppression while seeking structural change in education. It also provides a means for understanding how the activities of these mothers are in fact activism, as their roles as “othermothers” are explored. The methodology, which employed conversational interviews and a focus group, was designed to center the mothers’ stories in the research, using their own words to make sense of what it means to be a Black woman, mother, education activist.
The findings of this research present a picture of what activism is for these mothers and where it happens – at the local, state and national levels: highlighting how it happens both within and outside of existing structures for parent involvement. Another finding highlights the importance of having allies for activism. This research has implications for how teachers and others work with parents, suggesting strong collaborations with parent activists as a way to create positive change in schools.
46
"The Influence of Parent Cultural Values on Mexican Heritage Adolescent Intentions to Use Drugs." Master's thesis, 2012. http://hdl.handle.net/2286/R.I.15210.
Full textAbstract:
abstract: This study examined the influence of the traditional values held by Mexican heritage parents on the intention of their adolescent children to use drugs. Specifically, the study tested a mediation model in which the traditional cultural values of parents were hypothesized to influence adolescent drug use intentions indirectly by influencing ethnic identify and adolescent perceptions of parental injunctive norms against drug use. Parents reported on traditional cultural values and expectations for their child. Adolescents reported perceived reaction from parents if they used drugs (parental injunctive norms), ethnic identity, and their intention to use drugs in the future. Two direct effects were observed: parental values on expectations and parental injunctive norms on adolescent drug use intentions. Two paths were also moderated by the sex of the adolescent. The path from parent values to parent expectations was significantly stronger for adolescent girls than boys; the path from ethnic identity affirmation to drug intentions was protective for boys but not for girls. The negative relationship between perceived parental reaction and adolescent drug use intentions suggests that anti-drug norms communicated by parents had a protective influence and can deter youth from using drugs. The results of the current study did not support the hypothesized mediational model, but did provide additional support for the importance of parental influence on adolescents' plans and ideas about using alcohol, cigarettes, and marijuana. More research is necessary to examine the influence of culture and the mechanisms by which cultural values impact Mexican heritage adolescents' intentions to use drugs and subsequent use.<br>Dissertation/Thesis<br>M.A. Psychology 2012
47
Villanueva, Irene Perez. "Cultural practices and language use three generations of change /." 1990. http://catalog.hathitrust.org/api/volumes/oclc/28354068.html.
Full textAbstract:
Thesis (Ph. D.)--University of California, San Diego, 1990.<br>Typescript. Vita. "5032"--1st prelim. leaf. "Order number 9119025"--2nd prelim. leaf. Includes bibliographical references (leaves 279-286).
48
Gianos, Christopher Louis. "Developing democracy and coping with the growth transboundary institutions along the U.S.-Mexico border /." 2000. http://catalog.hathitrust.org/api/volumes/oclc/51935912.html.
Full text
49
Rose, Margaret Eleanor. "Women in the United Farm Workers a study of Chicana and Mexicana participation in a labor union, 1950-1980 /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/21134965.html.
Full text
50
Sánchez, Lourdes Z. "Effects of parent participation using first language curriculum-materials on the English reading achievement and second-language acquisition of Hispanic students /." Diss., 2004. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3117176.
Full text