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Pages
- Title
- WHITE OPINIONS OF UNITED STATES IMMIGRATION: TESTING RIVAL HYPOTHESES, 2004.
- Creator
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Bulkley, Celeste, Knuckey, Jonathan, University of Central Florida
- Abstract / Description
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Few issues in the contemporary American political and social environments are as salient and emotionally charged as the debate over immigration. The thesis tests several competing hypotheses concerning the determinants of public opinion – among white respondents – on immigration issues. These include: the contextual considerations of southern residence and proximity to large numbers of Hispanic immigrants, as well as the individual-level factors of economic insecurity, political...
Show moreFew issues in the contemporary American political and social environments are as salient and emotionally charged as the debate over immigration. The thesis tests several competing hypotheses concerning the determinants of public opinion – among white respondents – on immigration issues. These include: the contextual considerations of southern residence and proximity to large numbers of Hispanic immigrants, as well as the individual-level factors of economic insecurity, political knowledge, national identity, group pride, and racism. Using data from the 2004 American National Election Study, the thesis provides a critical test of the competing hypotheses using multivariate analysis. Furthermore, conditional relationships are posited, facilitating a more refined analysis of the structure of attitudes on immigration issues. The results indicate that racism, group pride, symbolic patriotism, ideology, and isolationism are the most consistent and significant predictors of immigration policy preferences. The use of four distinct dependent variable questions also highlights the inconsistency in public opinion regarding immigration and the division between public perception of documented and undocumented entries. Future research should focus on the interrelationship between variables that are used by the individual to define group associations, as well as the change in national and personal identity brought about by the events of September 11th, 2001.
Show less - Date Issued
- 2006
- Identifier
- CFE0001407, ucf:47075
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001407
- Title
- THE INFLUENCE OF SOCIAL CAPITAL FACTORS ON AFRICAN-AMERICAN AND HISPANIC HIGH SCHOOL STUDENT ACHIEVEMENT.
- Creator
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DAVIS, JACQUELINE, Dr. Cynthia J. Hutchinson, Dr. E. Lea Witta and, University of Central Florida
- Abstract / Description
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The underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the...
Show moreThe underachievement of African American and Hispanic students has been an ongoing problem for schools in the United States. The purpose of this investigation was to add to the existing body of knowledge concerning social capital of African American and Hispanic high school students' academic achievement. Using a nationally representative sample from the Educational Longitudinal Study of 2002 (ELS: 2002), base year through the first follow-up year database, 551 high school students, the researcher assessed indicators (school-sponsored activities, out-of-school activities, and parental involvement) within the construct of social capital, to see whether social capital could serve as a predictor of academic achievement among African American and Hispanic high school students. Data were analyzed through Repeated Measures analysis and Multiple Regression analysis controlling for gender, race, and socioeconomic status. The main effects revealed a statistically significant difference between the social capital factors in school-sponsored activities, out-of- school activities, and parent involvement. The results showed an increase in the first follow-up year. Socio-economic status, race and gender were statistically significant social capital factors. Females and African Americans were found to have higher levels of social capital in school-sponsored activities. Out-of- school activities revealed males had higher levels of social capital. Parent involvement indicators showed that female and Hispanic students were affected by social capital. Differences in math scores revealed an increase in the first follow-up year, showing males outscored females. Also, Hispanic students' scores were higher than African American students. Finally, the strongest predictors for academic achievement were gender, race, and participation in school sponsored activity in the base year and first follow-up year. In addition, parent involvement was also found to be a strong predictor of achievement in the follow-up year.
Show less - Date Issued
- 2009
- Identifier
- CFE0002673, ucf:48215
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002673
- Title
- SUPPORTING HISPANIC MOTHERS WITH PRESCHOOL CHILDREN WITH SPEECH AND/ OR LANGUAGE DELAYS VIA DIALOGIC READING AND COACHING WITHIN THE HOME.
- Creator
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Dopson, Natalie, Cross, Lee, University of Central Florida
- Abstract / Description
-
Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading...
Show moreYoung children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
Show less - Date Issued
- 2011
- Identifier
- CFE0003961, ucf:48713
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003961
- Title
- Lonely Monsters.
- Creator
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Davis, Patricia, Rushin, Pat, Thaxton, Terry, Neal, Mary, University of Central Florida
- Abstract / Description
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Lonely Monsters is a full-length feature screenplay that explores the ways in which a classic damsel narrative may be reconsidered. It offers ideas on how death and girlhood may find symmetry. The characters within Lonely Monsters deal with loss, identity of the self versus the world's ideas on self-identity, place, gender, and class. Utilizing the elements of a fairy tale, the narrative seeks to complicate the roles of gender in a cautionary tale. Set in the fictional Florida town of Puerto...
Show moreLonely Monsters is a full-length feature screenplay that explores the ways in which a classic damsel narrative may be reconsidered. It offers ideas on how death and girlhood may find symmetry. The characters within Lonely Monsters deal with loss, identity of the self versus the world's ideas on self-identity, place, gender, and class. Utilizing the elements of a fairy tale, the narrative seeks to complicate the roles of gender in a cautionary tale. Set in the fictional Florida town of Puerto Palmera, an economic divide between the Estates and the Glades makes for a ripe, troublesome environment for a foul modern-day aristocrat who masquerades as a grandiose and romantic prince. The story's protagonist, Fisher Franklin, loses two key relationships(-)as well as her sound mind(-)in the wake of the false prince's folly. Utilizing her experiences as a child within the lavish lives of the Estates(-)at the desire of a wealthy and secretive benefactor with motives of her own(-)Fisher creates a persona who becomes entangled in a lustful and dangerous liaison with Wyatt Sharpe, the villainous playboy. By assuming this persona, Fisher recasts herself as the damsel, the monster, and the heroine.
Show less - Date Issued
- 2015
- Identifier
- CFE0005600, ucf:50232
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005600
- Title
- The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.
- Creator
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McDonald, Jason, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
- Abstract / Description
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The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students...
Show moreThe number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential(TM) data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
Show less - Date Issued
- 2014
- Identifier
- CFE0005529, ucf:50329
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005529
- Title
- An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
- Creator
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Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
- Abstract / Description
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The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
Show less - Date Issued
- 2018
- Identifier
- CFE0007393, ucf:52073
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007393
- Title
- A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
- Creator
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Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
- Abstract / Description
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This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
Show less - Date Issued
- 2013
- Identifier
- CFE0005005, ucf:50009
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005005
