Your search found 1792 results.

Descriptors:
Psychopathology; Mental Health; Parent Child Relationship; Age; Probability; Parenting Styles; Family Environment; Puerto Ricans; Symptoms (Individual Disorders); Mental Disorders; Parent Background; Natural Disasters; Interviews; Questionnaires; Spanish; Discipline; Behavior Problems; Correlation; Role

Abstract:
This study focused on characteristics of the family environment that may mediate the relationship between disaster exposure and the presence of symptoms that met DSM-IV diagnostic criteria for symptom count and duration for an internalizing disorder in children and youth. We also explored how parental history of mental health problems may moderate this mediational model. Approximately 188 months after Hurricane Georges hit Puerto Rico in 1998, participants were randomly selected based on a probability household sample using 1990 US Census block groups. Caregivers and children ("N" = 1,886 dyads) were interviewed with the Diagnostic Interview Schedule for Children and other questionnaires in Spanish. Areas of the family environment assessed include parent-child relationship quality, parent-child involvement, parental monitoring, discipline, parents' relationship quality and parental mental health. SEM models were estimated for parents and children, and by age group. For children (4-10 years old), parenting variables were related to internalizing psychopathology, but did not mediate the exposure-psychopathology relationship. Exposure had a direct relationship to internalizing psychopathology. For youth (11-17 years old), some parenting variables attenuated the relation between exposure and internalizing psychopathology. Family environment factors may play a mediational role in psychopathology post-disaster among youth, compared to an additive role for children. Hurricane exposure had a significant relation to family environment for families without parental history of mental health problems, but no influence for families with a parental history of mental health problems. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Parents; Family Influence; Puerto Ricans; Ethics; At Risk Persons; Attitude Measures; Cultural Influences; Social Values; Parent Child Relationship; Questionnaires; Health Behavior; Trust (Psychology)

Abstract:
Disclosure and lying to mothers and fathers about different activities, as defined within social domain theory, were examined as a function of Latino family values in 109 Puerto Rican lower socioeconomic status middle adolescents (M = 15.58 years, SD = 1.18) living in the United States. Questionnaires revealed that teens sometimes disclosed to parents about their risky prudential (unhealthy or unsafe) and peer activities. Lying was infrequent, although greater for risky than for peer issues. In general, path analyses demonstrated that teens' greater adherence to Latino family values and trust in parents were associated with more disclosure and less lying to mothers. However, these findings were moderated by the type of issue considered and perceptions of parents' Latino family values. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety Disorders; Asian Americans; Anxiety; Puerto Ricans; Family Relationship; Family Environment; Correlation; Mexican Americans; Hispanic Americans; Cubans; Incidence; Cultural Influences

Abstract:
Family cohesion has shown to be associated with lower psychological distress and other risk behaviors for Latinos, but little is known about the relationship of family cohesion, family discord, and anxiety disorders. Using data from the National Latino and Asian American Study (n = 2,554), this study examines the relationship between family functioning and anxiety disorders for an aggregate Latino sample and for Latino subgroups (Mexican, Cuban, Puerto Rican, and Other Hispanic). Results for the aggregate sample suggest that family discord is associated with 12-month prevalence of almost all anxiety disorders for Latinos. On the other hand, strong family cohesion is only associated with generalized anxiety disorder and panic disorder. For the subgroups, different patterns of association were found, suggesting the importance of understanding the heterogeneity of Latino culture when studying and treating anxiety disorders. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Social Problems; College Students; Ethnicity; Delinquency; Suicide; Depression (Psychology); Puerto Ricans; Latin Americans; Self Destructive Behavior; Correlation; Prevention; Intervention; Questionnaires; Student Behavior

Abstract:
Latina college students are one of the fastest-growing segments of the college student population. Although there is evidence suggesting Latina high school students are at increased risk of engaging in suicidal behavior, it is unclear Bwhether this risk continues in college. Over the course of 3 years, 554 Latina college students, the majority of whom were Dominican American or Puerto Rican, completed a series of self-report questionnaires assessing suicidal behavior, depression, hopelessness, loneliness, social problem solving, ethnic identity, and delinquent behavior. Twenty percent of Latinas reported current suicidal ideation and 15% reported a past suicide attempt. Multivariate regression analyses showed depression, loneliness, a less positive social problem-solving orientation, hopelessness, and delinquency, but not ethnic identification, were significant predictors of suicidality among Latina college students. Results are discussed as they pertain to prevention and intervention with distressed and suicidal Latina college students. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conceptual Tempo; Hyperactivity; Validity; Attention Deficit Disorders; Puerto Ricans; Foreign Countries; Symptoms (Individual Disorders); Correlation; Mathematics Achievement; Neurological Impairments; Multiple Regression Analysis; Neuropsychology

Abstract:
This study examined the latent structure and validity of inattention, hyperactivity-impulsivity, and sluggish cognitive tempo (SCT) symptomatology. We evaluated mother and teacher ratings of ADHD and SCT symptoms in 140 Puerto Rican children (55.7% males), ages 6 to 11 years, via factor and regression analyses. A three-factor model (inattention, hyperactivity-impulsivity, and SCT) provided the best fit for both sets of ratings. Inattention was the strongest correlate of lower scores on neuropsychological, achievement, and psychosocial measures. Externalizing problems were most strongly associated with hyperactivity-impulsivity, and internalizing problems were most strongly associated with parent-rated SCT and teacher-rated Inattention. SCT was not associated with executive function but was negatively associated with math. Inattention accounted for a disproportionate amount of ADHD-related impairment, which may explain the restricted discriminant validity of DSM-IV types. The distinct factors of hyperactivity-impulsivity and SCT had unique associations with impairing comorbidities and are roughly equivalent in predicting external correlates of ADHD-related impairment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geographic Location; Foreign Countries; Puerto Ricans; Hispanic American Students; Institutional Characteristics; College Role; Access to Education; Educational Opportunities; Graduation Rate; College Faculty; Teacher Attitudes; Educational Policy; State Universities; Educational Attainment

Abstract:
As the Latino population grows, the number of Hispanic-Serving Institutions (HSIs) in the US is expected to increase (Santiago & Andrade, 2010; Torres & Zerquera, 2012). HSIs are typically defined as 2- or 4-year, accredited, degree-granting, not-for-profit colleges and universities that enroll at least 25 percent full-time Hispanic students (Santiago, 2006, 2007). These institutions appear to play an important role in broadening access to postsecondary opportunities for Hispanic students, particularly in states where access to public flagship institutions is limited (Perna, Li, Walsh, & Raible, 2010). HSIs might alternatively be called "Hispanic Enrolling Institutions," as they are defined by enrollment, not by mission (Gasman, 2008). Thus, the extent to which HSIs are intentionally serving Hispanic students could be called into question, because most HSIs do not foreground their identities as HSIs (Contreras, Malcom, & Bensimon, 2008; Bensimon, Malcom, & Davila, 2010). Studies show mixed results as to whether faculty attitudes and Hispanic student experiences differ between HSIs and non-HSIs (e.g., Bridges, Kinzie, Nelson Laird, & Kuh, 2008; Crisp, Nora, & Taggart, 2009; Hubbard & Stage, 2009; Nelson Laird, Bridges, Morelon-Quainoo, Williams, & Holmes, 2007). To better understand how HSIs affect faculty, student, or administrator experiences, it is necessary to understand the characteristics by which HSIs meaningfully vary. This study addresses the research questions: What are the organizational characteristics, framed as structural-demographic, peer context, and organizational behavior factors, that differentiate among HSIs and make them heterogeneous? What, if any, of these factors distinguish among 4-year HSIs in relation to Hispanic student degree completion? Although about half of HSIs are 2-year institutions, the authors focus on 4-year HSIs in an effort to distinguish among factors related to bachelor's degree completion, defined in this study as the proportion of Hispanic students who graduate within six years of beginning college. Moreover, given the limitations in studies of Puerto Rican HSIs, they address the organizational characteristics of Puerto Rican as well as U.S. mainland HSIs. This study has research implications for differentiating among HSIs in future analyses and policy implications for understanding institutional factors related to degree completion in HSIs. Appended are: (1) Hispanic-Serving Institutions (HSIs) in 2008 according to Geographic Location and State (N = 141); (2) Hispanic-Serving Institutions (HSIs) in 2008 Used in the Study According to Geographic Location and State (N = 86); and (3) Description of Variables and Measures. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (150K)

Descriptors:
Asians; Undergraduate Students; Foreign Countries; Student Financial Aid; Immigrants; Puerto Ricans; Asian American Students; Hispanic American Students; Comparative Analysis; Postsecondary Education; Enrollment; Latin Americans; Racial Differences; Ethnicity; Socioeconomic Status; Family Characteristics; Low Income Groups; Parent Background; Educational Attainment; English (Second Language); Academic Achievement; Mathematics Achievement; Remedial Instruction; Full Time Students; Majors (Students); Predictor Variables

Abstract:
This Statistics in Brief describes the undergraduate experiences of students who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third-or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. NPSAS is the most comprehensive source of national data on the experiences of undergraduates in the United States and includes information on students' academic preparation for college, the types of institutions they attend, and their experiences while enrolled. This Statistics in Brief begins with an overview of immigrant and second-generation American undergraduates nationwide and in the six states for which representative data are available, and then focuses on the most prevalent racial/ethnic groups among these two groups--Asian and Hispanic students. Asian students reported the Far East, Southeast Asia, or the Indian subcontinent as their region of origin, and Hispanic students reported their country or region of origin as Cuba, Mexico, South and Central America, or other Hispanic country or region. Undergraduates in Puerto Rico or who reported that they were of Puerto Rican descent are excluded from the analysis because their immigrant or generational status cannot be determined with available data (see appendix). Puerto Ricans and Other Hispanic Undergraduates are appended. (Contains 5 tables, 14 figures and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (583K)

Descriptors:
Activism; Youth Programs; Community Leaders; Citizenship; Democracy; Praxis; Puerto Ricans; Minority Groups; Citizen Participation; Hispanic Americans; Urban Areas; Cultural Influences; Political Issues; Social Problems

Abstract:
Citizenship is fundamentally defined by praxis--i.e., engagement in local and diverse forms of civic practices--rather than by a legal status tied to the nation-state (Tully, 2008). This study examined the participatory democracy practices of a community activist group that was organizing to resist gentrification in a Puerto Rican community in Chicago in the U.S. In order to preserve their Puerto Rican community and build a grassroots democracy practice, the young activists involved themselves in a variety of community issues, ranging across political, socio-cultural, and educational domains. Noticeably, they worked to engage local youth in community events and in the process of production and distribution of local information. This helped the youth to learn about important community issues, as well as Puerto Rican history and culture, which had not been taught in local public schools. Such intergenerational and holistic educational activities not only produced new young leaders but in fact created a pipeline of community leadership. Their efforts present a useful educational model of engaged and critical citizenship, demonstrating the unique contributions of learning beyond the classroom. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Bilingual Education; Foreign Countries; Migration; Social Distance; Global Approach; Oral History; Teacher Attitudes; Puerto Ricans; Case Studies; Teaching Experience; Language Usage; Race; Self Concept; Latin Americans

Abstract:
This article follows a research project that collects oral histories of bilingual education teachers from Puerto Rico who migrated to the US Virgin Islands in the late twentieth century. The teachers' oral histories are used as a case study that provides in-depth analysis of competing discourses related to education and globalization in these two US Caribbean territories. The paper begins by examining intersections between migration and globalization in the Caribbean. Analysis of oral teachers' accounts of events experienced in both islands is provided, with a focus on how they dealt with tensions tied to floating migration, constructions of "otherness," language use, and racial formations in their articulation of transnational identities and cultural differences. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Equal Education; Access to Education; College Choice; Puerto Ricans; Mexican Americans; Comparative Analysis; College Preparation; Ethnicity; College Students; Enrollment Trends; Cultural Influences; Educational Finance; College Freshmen; Two Year Colleges; Age Differences; Citizenship; Immigrants; Geographic Location; Educational Experience

Abstract:
Prior research has indicated that there are differences among the diverse Latino/a ethnic groups in their K-12 educational experiences, but little is known about variations in their postsecondary experiences. Drawing on a conceptual framework informed by the theory of French sociologist Pierre Bourdieu, this research examined Mexican American and Puerto Rican students' college choice and enrollment patterns using the Beginning Postsecondary Students: 04/06 national data set (n = 1,620). Descriptive findings indicated several notable differences between the two ethnic groups, including age and access to cultural, financial, and academic capital. Most notably, Mexican American first-time beginning college students were almost twice as likely as their Puerto Rican counterparts to start postsecondary education at 2-year institutions. Results of logistic regression analyses revealed that Mexican American and Puerto Ricans' decisions to enroll at a 2- or a 4-year institution were uniquely influenced by students' age, cultural capital, academic capital, and quantity and quality of colleges considered. Broader contextual factors that could enhance or hinder Mexican Americans' and Puerto Ricans' educational access to 4-year institutions, including citizenship status and geographical location, are also addressed. Implications for promoting educational equity among Latino/as and for promoting racial/ethnic diversity in postsecondary institutions are discussed. (Contains 4 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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