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- Title
- THE IMPORTANCE OF ADDRESSING ACCULTURATIVE STRESS IN MARITAL THERAPY WITH HISPANIC AMERICAN WOMEN.
- Creator
-
Hammons, Mary, Negy, Charles, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relation between acculturative stress and marital distress among Hispanic American women and to explore the potential mediating roles of variables believed to be important to marital functioning among ethnic minorities and immigrants (e.g., acculturation, ethnic identity, social support, etc.). Based on data from 103 Hispanic American married women, pressure to acculturate toward the dominant culture of the U.S. was found to significantly correlate...
Show moreThe purpose of this study was to examine the relation between acculturative stress and marital distress among Hispanic American women and to explore the potential mediating roles of variables believed to be important to marital functioning among ethnic minorities and immigrants (e.g., acculturation, ethnic identity, social support, etc.). Based on data from 103 Hispanic American married women, pressure to acculturate toward the dominant culture of the U.S. was found to significantly correlate with the amount of distress the women reported in their marital relationships. Two variables were found to partially mediate the correlation. Perceived social support and recent stressful life events attenuated the effect acculturative stress had on marital distress. The importance for mental health professionals to address acculturative stress with Hispanic women or couples in marital therapy, and other clinical implications of the findings, are discussed.
Show less - Date Issued
- 2007
- Identifier
- CFE0001768, ucf:47252
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001768
- Title
- PREDICTING ANXIETY FROM PARENT AND CHILDHOOD VARIABLES.
- Creator
-
Fisak, Brian, Negy, Charles, University of Central Florida
- Abstract / Description
-
The high prevalence rate, significant distress and impairment, and persistence of childhood anxiety disorders highlight the need for continued theoretical conceptualization and research into the developmental pathways associated these disorders. In response to this need, one goal this project was to examination and identify variables associated with the development and/or maintenance of child anxiety disorders. A second goal of this project was to examine the potential role of learning from...
Show moreThe high prevalence rate, significant distress and impairment, and persistence of childhood anxiety disorders highlight the need for continued theoretical conceptualization and research into the developmental pathways associated these disorders. In response to this need, one goal this project was to examination and identify variables associated with the development and/or maintenance of child anxiety disorders. A second goal of this project was to examine the potential role of learning from parents as a risk factor in the development of child anxiety, with a particular emphasis on three learning mechanisms: modeling, information transfer, and reinforcement of anxious behaviors. The third goal of this project was to compare and contrast the developmental predictors of anxiety in White versus Hispanic samples. Data was collected from a sample of mothers in the community with at least one child between the ages of 6 and 12, and an unrelated sample of young adults. Significant predictors of anxiety were identified in both samples, and the hypothesis that anxiety may, in part, be learned from parents was supported in both samples. In addition, results indicated different sets of predictors of anxiety in White versus Hispanic participants. Limitations and implications of the findings are discussed.
Show less - Date Issued
- 2006
- Identifier
- CFE0001261, ucf:46916
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001261
- Title
- SOCIO-ECONOMIC INFLUENCES ON THE PARTY AFFILIATION OF HISPANIC VOTERS.
- Creator
-
Montagner, Angelo, Vieux, Andrea, University of Central Florida
- Abstract / Description
-
Voting analysts in the United States have attempted to predict political orientation based on race, gender, occupation, educational achievement, and economic background. Yet, the substantial amount of research available on these factors has been directed toward the understanding of the white-majority vote. Now, as a result of the overwhelming growth of ethnic minority populations scholars are beginning to look at the potential decisive role of ethnic minority voters. Part of this newly formed...
Show moreVoting analysts in the United States have attempted to predict political orientation based on race, gender, occupation, educational achievement, and economic background. Yet, the substantial amount of research available on these factors has been directed toward the understanding of the white-majority vote. Now, as a result of the overwhelming growth of ethnic minority populations scholars are beginning to look at the potential decisive role of ethnic minority voters. Part of this newly formed voting bloc consists of Hispanics which are now one of the fastest and largest racial minority groups in the United States. This thesis aims to understand the Hispanic electorate by addressing their social mobility. Furthermore, this research will shed light into the socio-economic factors affecting the political affiliation of Hispanic voters.
Show less - Date Issued
- 2013
- Identifier
- CFH0004361, ucf:44998
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004361
- Title
- HISPANICS' ATTITUDES TOWARD SEEKING COUNSELINGAS A FUNCTION OF PSYCHOSOCIAL AND DEMOGRAPHIC VARIABLES.
- Creator
-
Rojas-Vilches, Angela, Negy, Charles, University of Central Florida
- Abstract / Description
-
Using variables identified in the social science literature believed to influence attitudes toward seeking professional counseling, an attempt was made to develop a model for predicting Hispanics' willingness to obtain professional help. A second purpose of this study was to compare college students (n = 158) with their parents on their attitudes toward mental illness and toward seeking counseling. Among predictor variables, social stigma and the belief that mental illnesses are untreatable...
Show moreUsing variables identified in the social science literature believed to influence attitudes toward seeking professional counseling, an attempt was made to develop a model for predicting Hispanics' willingness to obtain professional help. A second purpose of this study was to compare college students (n = 158) with their parents on their attitudes toward mental illness and toward seeking counseling. Among predictor variables, social stigma and the belief that mental illnesses are untreatable were the primary variables predicting attitudes toward seeking counseling. The more college students and their parents perceived there to be social stigma attached to those seeking therapy, and the more parents believed that mental illnesses are untreatable, the less favorable attitudes they had about seeking professional help. These attitudes were linked to their acculturation levels; in general, the more acculturated they were toward the Hispanic culture, the more pejorative their attitudes were toward mental illness and their willingness to seek professional help. Last, college students in general had significantly more positive attitudes toward mental illness and professional counseling than their parents. Recommendations for providing counseling with Hispanic clients are provided in the context of the present findings.
Show less - Date Issued
- 2006
- Identifier
- CFE0001028, ucf:46804
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001028
- Title
- THE DEVELOPMENT OF AN EFFECTIVE RECRUITMENT STRATEGY FOR HISPANIC MALES AND FEMALES IN THE CENTRAL FLORIDA REGION.
- Creator
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Zeballos, Barbara, Rockmore, Benjamin, University of Central Florida
- Abstract / Description
-
This study examines the similarities and differences between males and females from the Hispanic and Non-Hispanic White population in the Central Florida labor force regarding recruitment strategies and techniques of the Baby Boomers, Generation X and the Millennial population. The purpose of this study is to identify those Human Resources recruitment practices that are most effective in retaining: (1) males and females from the Hispanic population, and (2) whether or not theses recruitment...
Show moreThis study examines the similarities and differences between males and females from the Hispanic and Non-Hispanic White population in the Central Florida labor force regarding recruitment strategies and techniques of the Baby Boomers, Generation X and the Millennial population. The purpose of this study is to identify those Human Resources recruitment practices that are most effective in retaining: (1) males and females from the Hispanic population, and (2) whether or not theses recruitment tactics affect the generation groups differently. The proposed issues will be assessed by collecting information from organizations, current employees, and job applicants. This study will use three research methods in addressing the stated purpose and objectives: literature review, focus groups, and questionnaire surveys. The literature review will explore present recruitment techniques, social and cultural similarities and differences between Hispanics and Non-Hispanic White, and generational differences. The main goal of the focus groups is to identify relevant recruitment issues as stated by Central Florida organizations, current employees, and job applicants. From the literature review and results of the focus groups two surveys will be develop to determine: (1) present recruitment practices used by Central Florida organizations; and (2) preferred recruitment practices among Hispanics and Non-Hispanic Whites. The results of this study will identify whether certain recruitment practices perceived as being most appealing and desirable vary among Hispanics and Non-Hispanic Whites. Based on the findings, the study will provide recommendations for designing effective recruitment strategies for Hispanic and Non-Hispanic White males and females while accounting for possible generational differences.
Show less - Date Issued
- 2011
- Identifier
- CFH0004061, ucf:44789
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004061
- Title
- Hispanic Immigrant Parental Messages of Resiliency and Emotional Regulation to their Children: An Examination of Important Variables and an Intervention.
- Creator
-
Velezmoro, Rodrigo, Negy, Charles, Renk, Kimberly, Cassisi, Jeffrey, Nalbone, Lisa, University of Central Florida
- Abstract / Description
-
This two-part study examined the adjustment of Hispanic immigrants. Part one examined the communication that occurs between Hispanic immigrant parents and their adolescents/young adults about life in the United States (U.S.). It also examined how attitudes toward the U.S. and various protective factors influence psychological adjustment. Hispanic immigrants (n = 123) with an average of 11 years living in the United States and their adolescents/young adults between the ages of 14-22 served as...
Show moreThis two-part study examined the adjustment of Hispanic immigrants. Part one examined the communication that occurs between Hispanic immigrant parents and their adolescents/young adults about life in the United States (U.S.). It also examined how attitudes toward the U.S. and various protective factors influence psychological adjustment. Hispanic immigrants (n = 123) with an average of 11 years living in the United States and their adolescents/young adults between the ages of 14-22 served as participants. For both parents and their adolescents/young adults, favorable attitudes toward the U.S. were associated with improved psychological adjustment. Contrary to prediction, attitudes toward the U.S. did not correlate with quality of life or life satisfaction for either family member. Further, results indicated that among adolescents/young adults, resiliency predicted positive U.S. attitudes, whereas among parents, openness to new experiences predicted favorable attitudes toward the U.S. Finally, parental views of the U.S. correlated positively with their adolescents'/young adults' views of the U.S. In an extension of the study, 37 Hispanic college students who were either immigrants or children of immigrants were randomly assigned to either a control condition or a psychoeducation condition. The psychoeducation condition focused on improving their emotional regulation and views of the United States. No significant differences were found among the groups.
Show less - Date Issued
- 2014
- Identifier
- CFE0005436, ucf:50399
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005436
- Title
- Study on Spanish for Native Speakers Curriculum and Academic Achievement in Florida.
- Creator
-
Maino, Paola, Boyd, Tammy, Short, Edmund, Owens, James, Conroy, Annabelle, University of Central Florida
- Abstract / Description
-
Using data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used...
Show moreUsing data on all Hispanic high school students in Central and Southern Florida, this study examines Cummins' Linguistic Interdependence concept by studying how the availability and English Language Learners (ELL) student participation in Spanish for Native Speakers (SNS) programs in Florida high schools is associated with Hispanic academic achievement. The availability of SNS programs was studied using data provided by the FLDOE on all high schools in Florida for 2009-2010. The study used individual level data on all Hispanic ELL students in Central and Southeast counties who attended 12th grade during each year from 2006/2007 through 2009/2010, and then tracked the students' entire high school experience from 9th to 12th grade. Student FCAT scores were used as the dependent variable. Testing for differences in means and linear and logistic regression analysis were used to examine these questions. The results showed that SNS tend to be offered in large high schools, with a large Hispanic student and teacher population, which have lower average FCAT scores, and are located in counties that tend to vote Democratic. The results found indicate that student participation in SNS program does not affect students' overall FCAT scores. However, students who participate in SNS courses tend to perform better in Math FCAT, but not in Reading FCAT, when compared to their peers of similar Hispanic background that did not participate in SNS courses. The results supported Cummins' Linguistic Interdependence concept, as L1 maintenance may promote academic achievement, depending on the academic subject. The most important attribute of these results was the association found between L1 maintenance and academic skills in Math. The study argues for the possibility of cognitive development occurring at deeper levels due to L1 maintenance, and expressed through abstract and logical thought such as Mathematical proficiency. Future studies may benefit by approaching this subject in a longitudinal manner and examine how student participation in SNS is associated with educational attainment, including high school graduation, college enrollment and graduation, job prospects and social mobility. The results also suggest that there is a higher probability that SNS curriculum is offered in high schools located in counties that tend to vote Democratic, indicating that location is intrinsically dependent on stakeholders' political views on the education of minority students. Therefore, future studies may examine stakeholders' involvement in the decision making process of curriculum at the county, school, and classroom level, in order to find out what are the driving forces making possible or not the availability of SNS curriculum in the state of Florida.
Show less - Date Issued
- 2013
- Identifier
- CFE0004711, ucf:49837
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004711
- Title
- ENHANCING THE KNOWLEDGE AND INVOLVEMENT OF HISPANIC FAMILIES OF CHILDREN WITH DISABILITIES THROUGH SPECIFICALLY DESIGNED FAMILY WORKSHOPS.
- Creator
-
Camacho, Mayra, Platt, Jennifer, University of Central Florida
- Abstract / Description
-
In 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including...
Show moreIn 2005, the nation's minority groups totaled 98 million, or 33% of the country's total population. According to the U.S Census Bureau News (2007), Hispanics are the largest and fastest growing minority group in the country with 14.8% of the total population and 44% of the minority population. The same report indicated that the Hispanic population accounted for almost half (48%) of the national population growth between 2005 and 2006, yet, students from minority backgrounds, including ethnically diverse students for whom English is their second language, exhibit lower academic achievement when compared to the majority group (Lyon et al., 2001). Low academic achievement among students from minority backgrounds can influence their school placement. Approximately 37% of all students receiving special education services in 2002 were ethnically diverse (National Center of Educational Statistics, 2002). Concerned with the significant gap between the achievement of children from minority backgrounds and students from the majority group, Congress amended the Elementary and Secondary Education Act of 1965 (ESEA) as the No Child Left Behind (NCLB) Act in 2001. NCLB requires public schools to demonstrate acceptable progress for all students, including those who are culturally and linguistically diverse and those with disabilities. NCLB also promotes and supports greater parent involvement (Wright, Wright, & Heath, 2004) and requires schools to report on students' progress by subgroup (i.e., ethnicity, disability, English language learners, and low-income). Because the majority of students from diverse ethnic backgrounds are Hispanic (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005), a high percentage of students with disabilities are from minority groups (Hosp & Reschly, 2004), about 77% of English language learners are from Hispanic descent (Klingner, Artiles, & Barletta, 2006), and approximately half of school-age children of immigrants are from low-income homes (Hernandez, 2004), it is important for schools to take a closer look at the specific needs of Hispanic families of children with disabilities in order to promote their participation in the education of their children. The purpose of this study was to research the influence of components incorporated into a series of workshops specifically designed for Hispanic families of children with disabilities and to study the effect that participating in the workshops would have on parents' knowledge about their children's Individualized Education Program (IEP) and on their level of involvement in their children's education. TENFEE: Talleres en Español para las Necesidades de Familias en Educacion Especial (Spanish Workshops for the Needs of Families in Special Education) delivered five workshops where a series of components were provided to counteract the most frequently identified barriers in the involvement of Culturally and Linguistically Diverse (CLD) parents in the education of their children with special needs: (a) complexity of disability, (b) language barriers, (c) cultural differences, and (d) socioeconomic status (Fix & Passel, 2003; Kalyanpur & Harry, 2004; Quezada, Diaz, & Sanchez, 2003). Thirty-seven parents or primary caregivers of students receiving special education services in three school districts in central Florida participated in the study. Before and after the workshops, participants completed a three-part survey in which they gave demographic information, responded to 50 multiple choice test questions related to the IEP process, and answered 10 open-ended questions related to their involvement in their children's education. Participants also completed an evaluation at each of the workshops indicating which of the workshop's components influenced their decision to participate. Finally, participants' children's teachers completed the Parent/Family Involvement Index (P/FII) before and after participating in the workshops. The P/FII is a measure of parent involvement in their children's special education services as perceived by their children's teachers. Following data collection, quantitative statistical analysis was completed using descriptive statistics to examine if TENFEE's components supported the participation of the targeted population to the workshops. A Paired Sample t-test was calculated to evaluate any differences in participants' IEP knowledge survey test scores before and after the workshops as well as differences in teachers' P/FII scores before and after the workshops. Multiple Regressions were conducted to determine if participants' demographic characteristics influenced IEP knowledge survey test scores and/or P/FII scores.
Show less - Date Issued
- 2007
- Identifier
- CFE0001789, ucf:47251
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001789
- Title
- ACADEMIC ACHIEVEMENT OF HISPANIC STUDENTS IN ORANGE COUNTY PUBLIC HIGH SCHOOLS:DO HISPANIC STUDENTS HAVE VARYING DEGREES OF ACADEMIC SUCCESS BASED ON THE HIGH SCHOOL THEY ATTEND?.
- Creator
-
Fox, Lawrence, Taylor, Rosemayre, University of Central Florida
- Abstract / Description
-
This study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in...
Show moreThis study examined academic achievement levels of Hispanic high school students. Seven high schools in Orange County Public Schools in Orlando, Florida were selected. The schools were selected based on socio-economic status and demographics to provide a wide range of participation. The following are some of the purposes that guided this study: (a) to determine if there are differences in academic achievement among Hispanic high school students in each school, (b) to determine differences in academic achievement based on gender, (c) to determine differences in academic achievement based on LEP status, and (d) to determine if there is a relationship between grade point average and FCAT Reading scores and FCAT Mathematic scores. The findings of this study were delineated through an examination of data using mean Grade Point Averages, mean Florida Comprehensive Assessment Test Scores (Reading and Mathematics), socio-economics, gender, Limited English Proficiency status, and attendance. This study supported, but are not limited to, the following conclusions: (a) There was a difference in grade point averages among Hispanic high school students, (b) Hispanic students have lower mean grade point averages and lower mean FCAT Reading and Mathematic scores when compared to the school as a whole, (c) there are relationships between attendance and grade point averages and there is a relationship between grade point average and FCAT Reading and Mathematic scores (d) there are differences in grade point averages between male and female Hispanic students, (e) there is a difference in grade point average based on socio-economic level, and (f) there is a difference in grade point averages based on LEP status. Recommendations of the study include but are not limited to (a) further research in the area of academic achievement among Hispanic students but to disaggregate Hispanics to look for distinct differences. (b) research in the area of comparing LEP students and academic achievement., (c) research to determine why there is a disparity in numbers of 9th grade Hispanic students and 12th grade Hispanic students, (d) research of Hispanic students by doing a longitudinal study. The longitudinal study should follow 9th grade students from the high schools in one or more county through four years.
Show less - Date Issued
- 2005
- Identifier
- CFE0000574, ucf:46446
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000574
- Title
- INVESTIGATION OF THE OUTCOMES OF DELIVERING TRAINING TO SPANISH SPEAKERS IN STANDARD SPANISH VERSUS THEIR NATIVE DIALECT.
- Creator
-
Kosarzycki, Mary, Pritchard, Robert, University of Central Florida
- Abstract / Description
-
The present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers....
Show moreThe present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers. In addition to examining the effects of ethnicity upon outcomes, this study also examined the effect of age, education level, time in the U.S., and familiarity with the locally dominant subgroup's dialect. Overall, results showed mixed support for the effect of presenting training to participants in their native dialect, as compared to the non-native dialect. The results of this study are discussed in terms of the theoretical implications for acquiring a better understanding of the cognitive and affective factors underlying the role of training language in the learning process. Practical implications for training design are presented within the context of cognitive load theory and the need for a theory-based approach to delivering training to non-English speakers. Implications for organizational efforts toward employee attraction and retention are discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000881, ucf:46636
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000881
- Title
- LATINO CULTURAL COMPETENCY IN SOCIAL WORK EDUCATION: A REVIEW OF THE LITERATURE.
- Creator
-
Menendez, Liana, Leon, Ana, University of Central Florida
- Abstract / Description
-
Cultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural...
Show moreCultural competence serves as resource for social workers and other helping professionals to improve service delivery by using approaches that are compatible with the client's cultural values and beliefs. As the Latino population continues to grow, understanding the culture has important implications for social work practice, advocacy and research. There is a dearth of cultural competence training and educational programs that seek to effectively identify, address and meet the unique cultural and linguistic needs of Latinos. With the growing population and a lack of culturally responsive services, clinicians familiar with the Latino culture and Latino cultural competency training and education programs, disparities among Latinos will continue to steadily rise. It is important for social work students and clinicians to receive advanced training in understanding the diverse needs of Latino populations. The purpose of this thesis is to review the existing literature to identify culturally competent practice methods and examine efforts to prepare social work students and clinicians to work with the Latino population. A search was conducted using PsychINFO, PubMed, Education Resources Information Center (ERIC) and Cumulative Index of Nursing and Allied Health Literature (CINAHL) databases. Key terms used in the searches were"cultural competency training", "cultural competency education" and/or "social work/clinician" coupled with terms Hispanic or Latino. This thesis concludes with some considerations for integrating Latino cultural competency into the social work curriculum.
Show less - Date Issued
- 2015
- Identifier
- CFH0004747, ucf:45346
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004747
- Title
- LA SUFRIDA: AN ANALYSIS OF THE SOCIAL AND LITERARY ARCHETYPE.
- Creator
-
Gil, Meleena, Rodriguez Milanes, Cecilia, University of Central Florida
- Abstract / Description
-
Latina women have been made to believe that their lives and desires are always secondary to the needs of men and children. As a result, many women have developed a martyr complex wherein the measure of their value is how much suffering they can endure in service to their family. There is subsequently a culture of self-sacrifice best exemplified by the archetype known as "la sufrida." This thesis explores the sufrida role in literature while using the history of the author's mother - a woman...
Show moreLatina women have been made to believe that their lives and desires are always secondary to the needs of men and children. As a result, many women have developed a martyr complex wherein the measure of their value is how much suffering they can endure in service to their family. There is subsequently a culture of self-sacrifice best exemplified by the archetype known as "la sufrida." This thesis explores the sufrida role in literature while using the history of the author's mother - a woman whose life can be "read" as that of a real sufrida� as a bridge between literature and reality. This thesis discusses works of prominent Latinx and Caribbean women writers such as Judith Ortiz Cofer and Nicholasa Mohr and further analyzes the social and religious constraints that instill self-sacrificial mentalities in women. Through the use of womanist and cultural criticisms, this thesis highlights the complex social paradigms that cause so many Latinas to internalize self-limiting thinking patterns. The author's goal is to expose the sufrida role as valueless for contemporary women.
Show less - Date Issued
- 2019
- Identifier
- CFH2000489, ucf:45718
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000489
- Title
- ORANGE BLOSSOMS: ESSAYS ON MASCULINITY, HERITAGE, AND IDENTITY.
- Creator
-
Montalvo, Edward, Roney, Lisa, University of Central Florida
- Abstract / Description
-
I miss the smell of orange blossoms, which used to flood the countryside. But as a city grows, the land surrounding it dies. You cannot roll down your windows anymore and smell the sweet scent dancing off the buds. You will however find impressive theme parks, factory-style chain stores and restaurants. If you look close enough, you'll also see disgruntled souls of a once naturally spectacular culture of people. Laid back like the sands of Florida's coast. But now there are bills, traffic,...
Show moreI miss the smell of orange blossoms, which used to flood the countryside. But as a city grows, the land surrounding it dies. You cannot roll down your windows anymore and smell the sweet scent dancing off the buds. You will however find impressive theme parks, factory-style chain stores and restaurants. If you look close enough, you'll also see disgruntled souls of a once naturally spectacular culture of people. Laid back like the sands of Florida's coast. But now there are bills, traffic, and IKEA. This collection of essays is an attempt to escape such an experience. To explain such an existence, and to explore an eschewal from the inevitable, retail therapy. Xanthomonas axonopodis, often known as citrus cankers, is a bacterial disease affecting most citrus species. Dead tissue forms, then slowly grows, and consumes, then kills the fruits of labor. Grapefruits are the most susceptible to the disease. There was an outbreak from 1910, to 1931. Another from 1986 to 1994, and rumors sprang less than a year later stating the canker was back. To solve most outbreaks, famers and officials just burn the trees to complete, and utter ash. In 2006, the USDA stated eradication of the disease was impossible. If this sounds like cancer, the trust me, you're not crazy. Florida is known for its beaches, hospitality, and it's citrus.
Show less - Date Issued
- 2014
- Identifier
- CFH0004586, ucf:45183
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004586
- Title
- Hispanic Teacher's Experiences with Stressors in Title I Elementary Schools: A Phenomenological Investigation Using a Self-Compassion Framework.
- Creator
-
Solomon, Coralis, Lambie, Glenn, Joe, Richelle, Shillingford-Butler, Ann, Hopp, Carolyn, University of Central Florida
- Abstract / Description
-
The purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools...
Show moreThe purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools within the same school district in Central Florida. The data were collected through individual interviews with the Hispanic teachers who volunteered to participate in the study. All data were recorded, transcribed, and analyzed for themes following Colaizzi's (1978) methods. Trustworthiness measures employed throughout the investigation included the use of (a) clear articulation of methods in order to protect the integrity of the data, (b) reflection on the researcher's positionality and pre-conceived notions about the participants' experiences by using bracketing, (c) analyst triangulation of the collected data with peer debriefers, (d) member checking, and (e) a thorough description of previous literature (Creswell, 2013; Marshall (&) Crossman, 2006; Moustakas, 1994; Patton, 2015).Five themes emerged from the data analyses: (a) general stressors, (b) emotional stressors, (c) cultural stressors, (d) coping skills, and (e) teachers' recommendations for administrators. The five themes aligned with previous research findings, offering significant implications for future research, teacher and counselor educators, and school personnel. Specifically, findings from this investigation contribute to the literature by providing an increased understanding of cultural and emotional stressors experienced by Hispanic teachers in Title I elementary schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006663, ucf:51223
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006663
- Title
- Ready or not, here comes college: A comparative correlation study of college readiness in Black and Hispanic students who take advanced level classes.
- Creator
-
Pillay, Nigel, Lue, Martha, Hutchinson, Cynthia, Little, Mary, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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The purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types...
Show moreThe purpose of this study was to investigate how participation in advanced level courses impacts college readiness in students of color, specifically Black and Hispanic students. High school students have a variety of advanced level classes to choose from, including but not limited to: Advanced Placement (AP), International Baccalaureate (IB), Dual Enrollment (DE), Advanced International Certificate of Education (AICE) and Advancement via Individual Determination (AVID) classes. These types of advanced classes not only prepare students for college but also allow them to earn college credit through participation in courses of college level rigor while still in high school. However, the number of students of color enrolled in advanced level classes has historically been substantially lower than that of their White counterparts (Kerr, 2014). Special incentives, grants, and funding have been put in place both at the state and federal levels to increase the number of students of color participating in these advanced classes. AVID is specifically designed to help increase college readiness for the most underrepresented student groups. In the past, the federal government, state policymakers, and companies such as College Board have started programs geared toward increasing AP and IB offerings for disadvantaged students and the number of students who take these courses (Iatarola, Conger, (&) Long, 2011). As a result of this effort, there has been a rise in participation in AP programs across the country with respect to Black and Hispanic students. This study was conducted to investigate how these advanced level courses impacted the level of college readiness among students of color in the fastest growing school district in Northeast Florida. The researcher aimed to determine if there was a difference in college readiness between students of color who take advanced level classes as opposed to those who do not. The principle purpose of this study was to examine the relationship between Black and Hispanic high school student participation in advanced academics and their college readiness.
Show less - Date Issued
- 2016
- Identifier
- CFE0006487, ucf:51396
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006487
- Title
- Respresentation of Hispanic Students in High Incidence Categories in Exceptional Student Education Programs and Educational Environments in K-12 Schools Across the State of Florida.
- Creator
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Miller, Douglas, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
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The Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the...
Show moreThe Individuals with Disabilities Education Act (IDEA) was first passed in 1975 and requires states to have policies in place to prevent misidentification and overrepresentation, and to monitor disproportionate representation by race/ethnicity and disability category. The fundamental premise of this legislation is to ensure that students with disabilities are afforded a free and appropriate education (FAPE) in the least restrictive environment (LRE). Even with the passage of IDEA, the disproportionate representation of minority students continues to be a national issue.The disproportionate placement of minority students in Exceptional Student Education (ESE) began to receive attention prior to IDEA and has been well documented by researchers ever since. Hispanic disproportionality has received less attention in professional literature and has shown to vary depending upon the level of data being analyzed. Early studies analyzing national level data indicate that Hispanic students tend to be underrepresented in many ESE categories, while studies disaggregating state and district level data found that Hispanic students are overrepresented in the high incidence categories. The goals of this study were to determine (a) if a disproportionate representation of Hispanic students existed in the three high incidence categories of Emotional/Behavioral Disabilities (EBD), Specific Learning Disabled (SLD), and Intellectual Disabilities (ID) and(b) if Hispanic students already identified for Exceptional Student Education services were disproportionately represented, compared to all other students, in more restrictive educational placements in each of the 67 counties in the state of Florida. Three separate measures were employed to make this determination: the composition index (CI), the risk index (RI), and the risk ratio (RR). An analysis of the data revealed that in several of the school districts Hispanic students were both overrepresented and underrepresented across all high incidence categories. The data also indicated that Hispanic students already identified for ESE services were both overrepresented and underrepresented in several school districts across all educational environments. Also, differences in disproportionality were noted depending upon the measure being utilized for both research questions. Implications for practice and recommendations for further research are presented.
Show less - Date Issued
- 2013
- Identifier
- CFE0004720, ucf:49838
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004720
- Title
- ATTITUDES TOWARD DIVERSITY AND LIFE IN THE U.S. HELD BY CHILDREN OF HISPANIC IMMIGRANTS: DO THEIR PARENTS PLAY A ROLE?.
- Creator
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Ruiz, Vanessa, Negy, Charles, University of Central Florida
- Abstract / Description
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The present study explores how children of Hispanic immigrants (CHIs) perceive life in the U.S., and how they view cultural diversity. Questionnaires were given to 92 non-U.S. born CHIs and one of their non-U.S. born Hispanic immigrant parents (HIPs) who have lived in the U.S. between 1 and 17 years (M yrs = 8.43); their views of the U.S. were assessed along with their acceptance of diversity, acculturative stress, and levels of acculturation. In this study, I found that CHIs generally hold...
Show moreThe present study explores how children of Hispanic immigrants (CHIs) perceive life in the U.S., and how they view cultural diversity. Questionnaires were given to 92 non-U.S. born CHIs and one of their non-U.S. born Hispanic immigrant parents (HIPs) who have lived in the U.S. between 1 and 17 years (M yrs = 8.43); their views of the U.S. were assessed along with their acceptance of diversity, acculturative stress, and levels of acculturation. In this study, I found that CHIs generally hold positive views of the lives in the U.S. and also hold favorable views toward cultural diversity. Furthermore, this study hypothesized that HIPs significantly influence their CHIs attitudes toward both the U.S. and toward cultural diversity. Overall, my findings validated the theoretically based expectation that demonstrates the power of parental attitudes on their children's attitudes. A significant correlation was found between HIPs' attitudes toward the U.S. and their children's attitudes, as well as, CHIs' attitudes toward the U.S. correlating significantly with their perceptions of their parents' attitudes toward the U.S. Multiple and stepwise regressions further confirmed the importance of parental attitudes toward their children's attitudes toward the U.S. and their openness to cultural diversity. Findings from this study provide implications for future research.
Show less - Date Issued
- 2015
- Identifier
- CFH0004875, ucf:45413
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004875
- Title
- An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools.
- Creator
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Luis, Dalena, Johnson, Jerry, Baldwin, Lee, Taylor, Rosemarye, Gill, Michele, University of Central Florida
- Abstract / Description
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This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the...
Show moreThis mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.
Show less - Date Issued
- 2018
- Identifier
- CFE0007220, ucf:52231
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007220
- Title
- SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS.
- Creator
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Miller, Maria, Biraimah, Karen, University of Central Florida
- Abstract / Description
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Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority...
Show moreHistorical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
Show less - Date Issued
- 2006
- Identifier
- CFE0000933, ucf:46743
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000933
- Title
- MIA-mi: Exploring the Affect of Digital Cinema Through Micro-Budget Production Techniques.
- Creator
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Lima, Yesenia, Mills, Lisa, Peterson, Lisa, Underberg-Goode, Natalie, University of Central Florida
- Abstract / Description
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MIA-mi is a feature-length, micro-budget, and digital motion picture, produced, written, and directed by Yesenia Lima in pursuit of the Master of Fine Arts in Entrepreneurial Digital Cinema from the University of Central Florida. The film is a satirical and naturalistic look at the standing global image of a city, Miami, FL, and its inhabitants. The guiding question behind the production is whether a portrayal of a city, outside of its stereotypical portrait in mass media, could spark and...
Show moreMIA-mi is a feature-length, micro-budget, and digital motion picture, produced, written, and directed by Yesenia Lima in pursuit of the Master of Fine Arts in Entrepreneurial Digital Cinema from the University of Central Florida. The film is a satirical and naturalistic look at the standing global image of a city, Miami, FL, and its inhabitants. The guiding question behind the production is whether a portrayal of a city, outside of its stereotypical portrait in mass media, could spark and affect a dialogue on the global image of the city and its inhabitant's ability to adjust that image rather than conform to it. The film was produced in a micro-budget (under $50,000) model, following the program's guidelines. It was shot on location in Miami, FL, with a volunteer cast and crew. This thesis is a record of the film's development from inception to post-production, in preparation for distribution.
Show less - Date Issued
- 2015
- Identifier
- CFE0005649, ucf:50182
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005649
