Play Selection in the Department of Speech and Drama at Pan American University in the 1970s and 1980s: Twenty Years of Excluding Latino Plays

The theatre program at the University of Texas-Pan American has a long history of excluding Latino plays from its production seasons, even though the university is located near the Mexican border and the majority of its students are Mexican American. The regional population served by this publicly-funded school, which has been state-funded since 1965, is predominantly Mexican American and Spanish speaking. Furthermore, as reflected in its name, the school’s mission has included for more than half a century a commitment to advance the “blending” of the North American and Latin American cultures. This article reviews the school’s production record over a twenty-year period, from 1970 to 1990, when more than one hundred and fifty full-length plays were produced by its theatre program, not one of which was about Mexican Americans or Mexico. Selected background information is provided to help illuminate the historical context in which the school’s theatre faculty decided year after year to exclude Latino plays from their theatre on the Mexican border

Are encalves amenities? An empricial investigation in the Southwest United States.

The role of linguistic enclaves in wage determination is investigated for immigrants and non-immigrants. It is hypothesized that enclaves could affect wages positively as an aid to immigrant adjustment, or negatively as an amenity that minority language speakers are willing to pay for, or both. The results suggest that enclaves in the Southwest U.S. primarily operate as an aid to immigrant adjustment.

Christian Villanueva - Trauma Exposure Reported By Women Recently Deported from the U.S. to Mexico

In 2012 the U.S. deported approximately 200,000 individuals to Mexico; a significant proportion of these individuals were women. The combined effect of previous traumatic experiences with that of being deported to Mexico is detrimental to women’s health. The trauma suffered through this process results in high levels of stress that lead to a variety of mental and physical health problems for Mexican women, disproportionally compared to men, who entered into and are deported from the U.S. The purpose of this study is to describe the life history of trauma exposure of women who have recently been deported from the U.S. to Mexico. The results of this study will inform the development of interventions to improve the health of these women being deported to Mexico. Data concerning life trauma exposure was recently collected quantitatively from 25 women who have been newly deported from the U.S. to Mexico at Casa Nazaret in Nogales, Mexico. These descriptive quantitative data were collected using The Life Stressor Inventory- Revised (LSC-R). The LSC-R instrument operationalized the life history of trauma exposure of the sample of women. The responses on this instrument were transcribed onto a Statistical Package for the Social Sciences (SPSS) spreadsheet. These data were then cleaned for missing responses. Qualitative responses on the LSC-R instrument were translated to a Likert scale, in order to create numerical ranks for the responses given by the women. The data was analyzed to provide a demographic description of the women and quantitative statistics were used to address the research questions.https://epublications.marquette.edu/mcnair_2013/1004/thumbnail.jp

Applying the interaction equivalency theorem to online courses in a large organization

Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learner-content, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or Education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learner-content, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem

Ethnic Identification, Intermarriage, and Unmeasured Progress by Mexican Americans

Using Census and CPS data, we show that U.S.-born Mexican Americans who marry non- Mexicans are substantially more educated and English proficient, on average, than are Mexican Americans who marry co-ethnics (whether they be Mexican Americans or Mexican immigrants). In addition, the non-Mexican spouses of intermarried Mexican Americans possess relatively high levels of schooling and English proficiency, compared to the spouses of endogamously married Mexican Americans. The human capital selectivity of Mexican intermarriage generates corresponding differences in the employment and earnings of Mexican Americans and their spouses. Moreover, the children of intermarried Mexican Americans are much less likely to be identified as Mexican than are the children of endogamous Mexican marriages. These forces combine to produce strong negative correlations between the education, English proficiency, employment, and earnings of Mexican-American parents and the chances that their children retain a Mexican ethnicity. Such findings raise the possibility that selective ethnic “attrition” might bias observed measures of intergenerational progress for Mexican Americans

Does Culture Influence the Needs of Critical Care Families?

Purpose: This study explores ICU patient\u27s family member needs, particularly Vietnamese and Latino families. Design: Convenience sampling at 24 bed ICU in acute care community hospital serving ethnically diverse population. Methods: Non-experimental survey with pretest-posttest design using Demographic sheet, Critical Family Needs Inventory (CCFNI), and Needs Met Inventory (NMI). Information pamphlets were distributed. Data analysis was by ethnic groups using measures of central tendency and descriptive statistics. Findings: CCFNI results indicate family members of all ethnicities experience the same priority of needs; support and information are top two needs. English, Spanish and Vietnamese pamphlets met information needs of the majority of the recipients

On Mexican Philosophy, For Example

In the first part of my work I consider the false opposition between abstract universalism and cultural particularisms. I propose to dissolve it by means of a nomadic thought and take as an example of such thinking the work of Luis Villoro. The second part discusses the disagreement between Manuel Vargas and Robert Sánchez on philosophy as a cultural resource. The third part explores the genuine opposition between arrogant reason and porous reason

Intermarriage and the intergenerational transmission of ethnic identity and human capital for Mexican Americans

Using microdata from the 2000 U.S. Census and from recent years of the Current Population Survey (CPS), we investigate whether selective intermarriage and endogenous ethnic identification interact to hide some of the intergenerational progress achieved by the Mexican-origin population in the United States. First, using Census data for U.S.-born youth ages 16-17 who have at least one Mexican parent, we estimate how the Mexican identification, high school dropout rates, and English proficiency of these youth depend on whether they are the product of endogamous or exogamous marriages. Second, we analyze the extent and selectivity of ethnic attrition among second-generation Mexican-American adults and among U.S.-born Mexican-American youth. Using CPS data, we directly assess the influence of endogenous ethnicity by comparing an “objective” indicator of Mexican descent (based on the countries of birth of the respondent and his parents and grandparents) with the standard “subjective” measure of Mexican self-identification (based on the respondent’s answer to the Hispanic origin question). For third-generation Mexican-American youth, we show that ethnic attrition is substantial and could produce significant downward bias in standard measures of attainment which rely on ethnic self-identification rather than objective indicators of Mexican ancestry

The drama(turgy) of non-belonging : Jeroen Coppens in dialogue with Motus on sharing identity in panorama

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