Relevant bibliographies by topics / Spanish language – Dialects – Puerto Rico

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Academic literature on the topic 'Spanish language – Dialects – Puerto Rico'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Spanish language – Dialects – Puerto Rico"

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Cameron, Richard. "A community-based test of a linguistic hypothesis." Language in Society 25, no. 1 (March 1996): 61–111. http://dx.doi.org/10.1017/s0047404500020431.

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ABSTRACTThe Functional Compensation Hypothesis (Hochberg 1986a, b) interprets frequent expression of pronominal subjects as compensation for frequent deletion of agreement marking on finite verbs in Puerto Rican Spanish (PRS). Specifically, this applies to 2sg.túwhere variably deleted word-final -smarks agreement. If the hypothesis is correct, finite verbs with agreement deleted in speech should co-occur more frequently with pronominal subjects than finite verbs with agreement intact. Likewise, social dialects which frequently delete agreement should show higher rates of pronominal expression than social dialects which less frequently delete agreement. These auxiliary hypotheses are tested across a socially stratified sample of 62 speakers from San Juan. Functional compensation does show stylistic and social patterning in the category of Specifictú, not in that of Non-specifictú. However, Non-specifictúis the key to frequency differences between -s-deleting PRS and -s-conserving Madrid; hence the Functional Compensation Hypothesis should be discarded. (Functionalism, compensation, null subject, analogy, Spanish, Puerto Rico)
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Miller, Karen. "Assessing Plural Morphology in Children Acquiring /S/-Leniting Dialects of Spanish." Language, Speech, and Hearing Services in Schools 45, no. 3 (July 2014): 173–84. http://dx.doi.org/10.1044/2014_lshss-13-0032.

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Purpose To examine the production of plural morphology in children acquiring a dialect of Spanish with syllable-final /s/ lenition with the goal of comparing how plural marker omissions in the speech of these children compare with plural marker omissions in children with language impairment acquiring other varieties of Spanish. Method Three production tasks were administered to children. A repetition task was used to examine children's production of the plural marker in plural noun phrases, and 2 Berko-style tasks evaluated children's production of the plural marker in bare nouns. Behavior on these tasks was compared with plural marker comprehension for each individual child. Results There was a correlation between children's comprehension of the plural marker and their production of the plural marker on plural noun phrases in the repetition task but not between comprehension and production of the plural marker on bare nouns in the Berko-style tasks. Conclusions Assessments of plural morphology as a clinical marker of language impairment in Spanish-speaking children may be problematic, especially in children acquiring dialects of Spanish with /s/ lenition, such as those originating in Chile, the Dominican Republic, Cuba, Puerto Rico, and Central America. Instead, for children acquiring /s/-leniting dialects of Spanish, assessments of the plural marker in noun phrases produced within a sentence frame may be a better indicator of acquisition than traditional Berko-style tasks that elicit bare nouns.
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Lipski, John M. "Trinidad Spanish: implications for Afro-Hispanic language." New West Indian Guide / Nieuwe West-Indische Gids 64, no. 1-2 (January 1, 1990): 7–27. http://dx.doi.org/10.1163/13822373-90002023.

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[First paragraph]The question of Spanish language usage among African-born slaves (known as bozales) and their descendents in Spanish America is the subject of much controversy, and has had a major impact on theories of Creole formation and the evolution of Latin American dialects of Spanish, Portuguese and French. Briefly, one school of thought maintains that, at least during the last 150-200 years of African slave trade to Spanish America, bozales and their immediate descendants spoke a relatively uniform Spanish pidgin or creole, concentrated in the Caribbean region but ostensibly extending even to many South American territories. This creole in turn had Afro-Portuguese roots, derived from if not identical to the hypothetical maritime Portuguese creole (sometimes also identified with the medieval Sabir or Lingua Franca) claimed to be the source of most European - based Creoles in Africa, Asia and the Americas.1 The principal sources of evidence come in 19th century documents from the Caribbean region, principally Cuba and Puerto Rico, where many (but not all) bozal texts share a noteworthy similarity with other demonstrably Afro-Portuguese or Afro-Hispanic Creoles in South America, Africa and Asia.
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Holmquist, Jonathan. "Frequency rates and constraints on subject personal pronoun expression: Findings from the Puerto Rican highlands." Language Variation and Change 24, no. 2 (July 2012): 203–20. http://dx.doi.org/10.1017/s0954394512000117.

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AbstractThis study examines subject personal pronoun expression in the Spanish of the west-central highlands of Puerto Rico. Although rates of s-deletion are comparably high, rates of overt subject expression are shown to be much lower than rates reported for varieties of coastal Puerto Rican Spanish and U.S. mainland Puerto Rican Spanish. The linguistic constraints on overt versus null pronoun usage in the data are shown to coincide to a very large extent with constraints identified for other Puerto Rican dialects and also Castilian Spanish in central Spain, whereas of the social factors, only the distinction between farmers and nonfarmers is significant. The study suggests that, if rates of personal subject pronoun expression are an indication of dialectal variation, the rates presented here for this syntactic phenomenon represent the continuing effects of a conservative dialect in the interior of the island of Puerto Rico.
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González-Rivera, Melvin. "Language Attitudes Towards Spanish and English in Puerto Rico." Revista de Filología y Lingüística de la Universidad de Costa Rica 47, no. 2 (May 18, 2021): e47006. http://dx.doi.org/10.15517/rfl.v47i2.47006.

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This article analyzes language attitudes towards Spanish and English in Puerto Rico, a U.S. territory since 1898, and seek to answer the following three questions: are Spanish and English conflicting elements in the Puerto Rican society? Is Spanish a symbol of identity for Puerto Ricans? Does bilingualism represent a threat to the ethno-sociolinguistic existence of Puerto Ricans? By examining an online questionnaire on language attitudes completed by participants living in Puerto Rico, I argue that for Puerto Ricans bilingualism is becoming more prevalent and many of them are increasingly accepting both languages, Spanish and English, without questioning or denying the fact that Spanish is their mother tongue.
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Delgado-Díaz, Gibran. "Dialectal variation of the preterit and imperfect." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 64–93. http://dx.doi.org/10.1075/resla.15048.del.

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Abstract This investigation examines the use of the pretérito and imperfecto forms in Puerto Rican and Buenos Aires Spanish. These dialects were chosen because the pretérito can express a perfect event in Buenos Aires Spanish while this use has not been documented in Puerto Rican Spanish. This may cause differences in the use of these forms. The main goal of this investigation was to contrast the linguistic predictors in both dialects in order to determine if there are dialectal differences and if they are due to different grammaticalization pathways. The results indicate that there are some differences between the Spanish spoken by Puerto Ricans and that of the Argentines of Buenos Aires. Among the results, it was found that these two dialects had different predictors for the pretérito and imperfecto. These results show preliminary evidence that indicates that these dialects follow different grammaticalization paths.
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Holmquist, Jonathan. "Spanish/English contact in rural Puerto Rico." Spanish in Context 10, no. 3 (November 29, 2013): 390–409. http://dx.doi.org/10.1075/sic.10.3.04hol.

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This article presents three perspectives in the study of Spanish/English contact in a community of rural Puerto Rico. First, it presents an analysis of variation based on the presence of English forms in recorded conversational Spanish. Second, it provides a view of the social context of Spanish/English contact by examining responses to a sociological questionnaire focusing on the use of “Spanish Only” versus Spanish and English in spheres of community life. Third, it highlights speaker commentary on social factors in relation to the use of Spanish and English. The study shows that the presence of English in the recorded conversational Spanish is extremely limited and that Spanish dominates in community life. Nevertheless, the presence of English in both conversational Spanish and social spheres within the community reveals patterns in relation to social factors recognized by speakers.
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Mellinger, Christopher D. "Puerto Rico as colonial palimpsest." Target. International Journal of Translation Studies 31, no. 2 (February 26, 2019): 228–47. http://dx.doi.org/10.1075/target.19021.mel.

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Abstract This article presents a microhistory of Puerto Rico that investigates the role of translation and language policy during the transition from Spanish to U.S. colonial rule. Two specific periods, namely the transitional military government from 1898 to 1900 and the first civilian government from 1900 to 1917, provide the framework within which the study is conducted. Analyses of official language and translation policies, as well as historical documents from governmental and educational contexts, illustrate the multiple, conflicting agendas employed by the new colonial power to Americanize the island. Results also demonstrate how codified policies do not fully account for the linguistic and cultural landscape in colonial contexts, thereby requiring closer examination of translation practices and beliefs and their interplay with translation policy.
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Goldstein, Brian A., and Aquiles Iglesias. "Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent." Language, Speech, and Hearing Services in Schools 27, no. 1 (January 1996): 82–90. http://dx.doi.org/10.1044/0161-1461.2701.82.

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This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number of patterns that characterize the phonological patterns in these children.
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Cameron, Richard. "Ambiguous agreement, functional compensation, and nonspecific tú in the Spanish of San Juan, Puerto Rico, and Madrid, Spain." Language Variation and Change 5, no. 3 (October 1993): 305–34. http://dx.doi.org/10.1017/s0954394500001526.

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ABSTRACTRichness of subject-verb agreement is implicit in the functional compensation interpretation of variable second person /-s/ in Puerto Rican Spanish (PRS). Because /-s/ is not variable in Madrid Spanish (MS), richer agreement is assumed, and a lower rate of pronominal expression is expected. Central to this interpretation are effects associated with ambiguous marking of person on finite singular verbs. Although an increase of pronominal expression correlates to ambiguous marking for PRS speakers, a similar result has not been reported for MS speakers. Nonetheless, a varbrul analysis yields similar weights for this constraint in both dialects. Moreover, ambiguity effects are best understood as constraints on null subject variation that interact with switch reference. Identity of varbrul weights for constraints on pronominal and null subject variation in PRS and MS also supports the Constant Rate Hypothesis. However, the two dialects do show a diametrically opposed effect associated with nonspecific tú.
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Dissertations / Theses on the topic "Spanish language – Dialects – Puerto Rico"

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Saez, Vega Ruth Jeannette. "The Literacy of Puerto Rican Children in a Whole Language Kindergarten: An Ethnographic Case Study." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565571.

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Contreras, Santiago Edward G. "International Teaching Assistants’ Perceptions of English and Spanish Language Use at the University of Puerto Rico-Mayagüez." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7768.

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Globalization and sociopolitical factors impact migration patterns all over the world. In Puerto Rico, these factors created superdiverse environments where languages users have pushed the boundaries of language in order to make sense of their worlds. Even though this language dynamic is natural for locals, it is those who visit from different countries, specifically international graduate students, that have a difficult time adjusting to Puerto Rico’s rich use of English and Spanish. Understanding how international graduate students perceive the language used at the University of Puerto Rico, Mayagüez (UPRM) upon arrival is essential to provide a better experience for future students. As of this writing, this study is the first to investigate the language perceptions of incoming international graduate students at the University of Puerto Rico, Mayagüez. This descriptive exploratory case study explores language perceptions of first semester international graduate students with an assistantship. I interviewed 3 first-semester students at a large, public, research university, located on the west coast of Puerto Rico. I carried out two semi-structured individual interviews and one semi-structure focus group interview. I employed data triangulation and member checked to ensure validity and trustworthiness of data. Study findings reveal that participants did not initially perceive English as being the main language of use during their graduate studies. Participants mentioned struggles throughout their semester due to the heavy presence of English in their coursework and assistantship. Participants suggested that the university should provide more English language support to ensure the success of incoming international students. In this study, I addressed gaps on translanguaging at superdiverse universities, and international teaching assistants’ perceptions of language at the University of Puerto Rico, Mayagüez campus. Based on the findings, I offer English course suggestions to enhance academic and professional opportunities for international students at UPRM.
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Ramos-Pellicia, Michelle Frances. "Language contact and dialect contact: cross-generational phonological variation in a Puerto Rican community in the midwest of the United States." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101755688.

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Soric, Kristina Maria. "Empires of Fiction: Coloniality in the Literatures of the Nineteenth-Century Iberian Empires after the Age of Atlantic Revolutions." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1502913220147523.

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Suárez, Büdenbender Eva-Maria Toribio Almeida Jacqueline. "Perceptions of Dominican Spanish and Dominican self-perception in the Puerto Rican diaspora." 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4122/index.html.

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Batlle, Sonia N. "Ana Roqué y el Discurso de Emancipación Femenina Burgués Decimonónico Disfrazado en la Ficción." 2012. https://scholarworks.umass.edu/theses/891.

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La situación que atravesaba Puerto Rico a finales del siglo XIX y principios del XX alteraba la rutina de los puertorriqueños. La isla pasó de ser colonia de España a ser territorio de los Estados Unidos. Entonces la identidad del puertorriqueño se convirtió en un proyecto nacional. Los cambios económicos surgidos bajo el gobierno estadounidense, dieron pie para que la mujer comenzara a reflexionar sobre su papel social y se organizaran. Se creó una división entre la mujer obrera quien se enfocaba en las luchas laborales y la burguesa quien aspiraba a tener un lugar de igualdad al lado del hombre basándose principalmente en su intelecto. En las luchas de la mujer burguesa se destacó una figura: Ana Roqué de Duprey. Roqué se destacaba principalmente por su desempeño como educadora. Incursionó en la política, la ciencia, la literatura y el feminismo. Luchó por el sufragio de la mujer y se esforzó por proveer para ésta una plataforma de entrenamiento, fuente de ingreso e intercambio de ideas y proyectos. Se le recuerda como la primera feminista de la isla y por haber conseguido el voto para la mujer. Este trabajo propone resumir el contexto histórico en el que se desenvolvía Ana Roqué, develar los recursos utilizados por la mujer burguesa para conquistar sus metas, descubrir el mensaje de emancipación femenina escondido en su literatura y abundar sobre el legado de Ana Roqué por medio de sus manuscritos y el análisis de su obra más conocida Luz y sombra (1903).
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Books on the topic "Spanish language – Dialects – Puerto Rico"

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Léxico básico del español de Puerto Rico. San Juan, P.R: Academia Puertorriqueña de la Lengua Española, 1986.

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El habla campesina del país: Orígenes y desarrollo del español en Puerto Rico. Río Piedras, P.R: Editorial de la Universidad de Puerto Rico, 1990.

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Tomás, Tomás Navarro. El español en Puerto Rico: Contribución a la geografía lingüística hispanoamericana. San Juan: Editorial de la Universidad de Puerto Rico, 1999.

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Nazario, Manuel Alvarez. Historia de la lengua española en Puerto Rico: Su pasado y su presente en el marco de la realidad social. San Juan de Puerto Rico: Comisión Puertorriqueña para la Celebración del Quinto Centenario del Descubrimiento de América y Puerto Rico, 1992.

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Nazario, Manuel Alvarez. Historia de la lengua española en Puerto Rico: Su pasado y su presente en el marco de la realidad social. [Puerto Rico?]: Academia Puertorriqueña de la Lengua Española, 1991.

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María T. Vaquero de Ramírez. Léxico marinero de Puerto Rico y otros estudios: Contribución a la dialectología hispánica. Madrid, España: Editorial Playor, 1986.

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Congreso Internacional sobre el Español de América (1st 1982 San Juan, Puerto Rico). Actas del I Congreso Internacional sobre el Español de América, San Juan Puerto Rico, del 4 al 9 de octubre de 1982. San Juan: Academia Puertorriqueña de la Lengua Española, 1987.

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Congreso Internacional sobre el Español de América (1st 1982 San Juan, Puerto Rico). Actas del I Congreso Internacional sobre el Español de América, San Juan Puerto Rico, del 4 al 9 de octubre de 1982. San Juan, P.R: Academia Puertorriqueña de la Lengua Española, 1987.

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Muckley, Robert L. Stories from Puerto Rico =: Historias de Puerto Rico. Chicago: McGraw-Hill, 2009.

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de, Puy Fuentes Edgar, ed. Puerto Rico. León: Everest, 2006.

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Book chapters on the topic "Spanish language – Dialects – Puerto Rico"

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Barreto, Amílcar Antonio. "Spanish and Puertorriqueñidad." In The Politics of Language in Puerto Rico, 7–20. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0002.

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In the aftermath of the 1898 Spanish-American War, federal policymakers sought to transform Puerto Ricans from loyal Spaniards to trustworthy Americans. Public schools employing English as the language of instruction were the primary vehicles implementing this change. Behind this policy were deeply ingrained attitudes that took for granted the superiority of Anglo Saxons and, by extension, their English vernacular. Contrary to expectations, the Americanization effort backfired and even fueled Puerto Rican nationalism. The island’s intelligentsia took up the banner of preserving Puerto Rican identity (Puerto Ricanness) and canonized the Spanish language as a core feature of puertorriqueñidad. In tandem with a change in education policy was the adoption of a new language law—one that declared Spanish and English co-official languages of the Puerto Rican government. Repealing that law became a holy grail for the island’s nationalists.
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"Spanish and Puertorriqueñidad." In The Politics of Language in Puerto Rico, 7–20. University of Florida Press, 2020. http://dx.doi.org/10.2307/j.ctvx1hsm4.7.

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"The Media in Cuba, the Dominican Republic and Puerto Rico." In The Handbook of Spanish Language Media, 208–19. Routledge, 2009. http://dx.doi.org/10.4324/9780203926475-22.

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Lozano, Rosina. "Competing Nationalisms." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0011.

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Comparing the approaches to Spanish language instruction in New Mexico and Puerto Rico offers a focused study of how language and national identity intersect. In Puerto Rico, Spanish remained a language of necessity into the 1940s despite educational efforts to incorporate English language instruction. In 1942, a Senate subcommittee hearing exposed the absurdity of trying to impose English on a weak educational system. Additionally, the fact that U.S. officials pushed English was an affront to Puerto Ricans' sense of nationalism, which included being a Spanish-speaking society. Puerto Rican educators supported Spanish-language instruction in their schools for pragmatic reasons and as a form of nationalism that distinguished them from the United States. By contrast, Spanish in New Mexico was largely the language of culture and the home and no longer politics or society by the 1940s. New Mexicans rooted themselves as U.S. citizens first and used Spanish as a means of aiding the nation. The major political argument used in New Mexico to reintroduce Spanish language instruction in public elementary schools centered on the crucial role of the language in helping to fulfill national hemispheric goals.
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Barreto, Amílcar Antonio. "Culture, Identity, and Policy." In The Politics of Language in Puerto Rico, 1–6. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0001.

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More than means of communication, languages are integral parts of our cultural identities and feature frequently in intercultural conflict. Language policy has been a thorny issue in federal-territorial relations since the early twentieth century. There is a hallowed place for the Spanish language in Puerto Rican identity. At the same time, Puerto Ricans view English as a critical tool for upward mobility. The tug-of-war between the heart and wallet meant that most Puerto Ricans accepted official bilingualism. Then suddenly, in 1991, the island’s government declared Spanish its only official language. Political expediency was not the point. After all, it was not a popular move. Rather, the political operatives pushing this shift in language policy were involved in a complex game bypassing votes for a much larger political prize.
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Barreto, Amílcar Antonio. "The Official Language Act of 1991." In The Politics of Language in Puerto Rico, 69–82. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0006.

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Representative Héctor López Galarza got the ball rolling in 1989 by introducing a bill declaring Spanish the island’s only official language. An ardent cultural nationalist, he drafted his proposal without consulting with the party’s leadership. The PPD leadership took its time deliberating over this matter while it also faced hearings in Washington over a proposed federal status plebiscite. PNP spokespersons insisted on inserting language that would guarantee Puerto Rico cultural autonomy under statehood. Senator J. Bennett Johnston of Louisiana strongly recommended against such an amendment, concerned that it would not sit well with many Americans. He openly revealed that the civic creed’s rhetoric of equality might not apply to those who are culturally dissimilar. Subsequently Gov. Hernández Colón signed the unilingual bill, a move that some of his PNP rivals suggested was carried out to hurt the statehood cause in Washington.
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Barreto, Amílcar Antonio. "Creating a Bilingual Citizenry." In The Politics of Language in Puerto Rico, 137–51. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0011.

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As the PNP upped the ante with official bilingualism, statehood opponents countered with nationalist performances: testifying before Congress in Spanish despite their fluency in English. For many federal lawmakers this gesture conjured images of Québécois nationalism. Departing from the Civic Creed, English language advocates lauded the indivisible link between the English language and statehood. Official bilingualism was not enough. Therefore in 1996 the Rosselló administration launched an initiative promoting a new bilingual citizenry via the school system. Eerily reminiscent of Americanization, this aggressive push favoring English was not designed to appease voters but to influence Congress. This was the PNP’s new nested game. Despite their efforts the PNP lost the 1998 status plebiscite. Unhappy with the statehood party, most of the electorate opted to vote for ‘none of the above.’
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Barreto, Amílcar Antonio. "The Power of English." In The Politics of Language in Puerto Rico, 21–33. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0003.

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Spanish was entrenched as the language of public-school instruction with the advent of elected governors in the middle of the previous century. Since then heated exchanges over the language-education nexus subsided significantly. English is still associated with upward socio-economic mobility and facilitated migration to the US mainland. This chapter also explores the linguistic panorama and linguistic enclaves on the island. The largest pockets of English speakers are in the San Juan metropolitan area and areas adjacent to military installations. Data also reveal that since Puerto Rico’s economic downturn in the first decade of this century the percentage of English speakers on the island has dropped significantly. The drop coincides with a mass migration off the island. Consequently, English is no longer associated exclusively with Americans. It is increasingly becoming a critical medium for communication with stateside Puerto Ricans.
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Barreto, Amílcar Antonio. "Restoring Official Bilingualism." In The Politics of Language in Puerto Rico, 123–36. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0010.

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While the PPD methodically debated the pros and cons of official unilingualism their PNP rivals, who won the 1992 elections, restored bilingualism within weeks of taking office. The PNP’s rush became apparent when Gov. Pedro Rosselló announced the promotion of a new status plebiscite. As Congress took up the status question in 1993, PNP delegates flashed the new language law as a clear sign of loyalty to the US. That move failed to sway many federal lawmakers who repeatedly brought up the connection between the Spanish language and Puerto Rican identity, along with the low rates of English-language fluency on the island. At this juncture English-language activists from the US mainland began interjecting themselves in the island’s status debates during the English-only movement, reiterating the tight bonds between American-ness and the de facto US vernacular. Although out of office, Commonwealth supporters won the 1993 status plebiscite.
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Potowski, Kim. "Spanish Language and Education in the Midwest." In The Latina/o Midwest Reader. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041211.003.0008.

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This chapter explores Spanish language use, maintenance, and education in the Midwest. It surveys various studies of intergenerational language loss, Spanish language dialects, and inter-Latino language influences among Latinas/os. By comparing Spanish language use in the Midwest to other regions, the chapter illustrates common trends and highlights distinct regional differences that make the Midwest a critical region for studying language maintenance and Latina/o identity. Most significantly are the region’s numerous dual-language schools, the long period of contact between Mexicans and Puerto Ricans, and the site of the nation’s largest school district in Chicago.
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Conference papers on the topic "Spanish language – Dialects – Puerto Rico"

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Rivera, Yonaira M., Jessica McIntyre, Daianna Adams, Julio Jiménez, Clement Gwede, Susan Vadaparampil, Vani Simmons, et al. "Abstract A58: Adaptation of a Spanish-language educational DVD about biobanking for Hispanics in Puerto Rico and Florida." In Abstracts: Sixth AACR Conference: The Science of Cancer Health Disparities; December 6–9, 2013; Atlanta, GA. American Association for Cancer Research, 2014. http://dx.doi.org/10.1158/1538-7755.disp13-a58.

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