Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

The current study sought to expand the field\u27s understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based types of educational involvement. In our sample of 329 Latino immigrant parents, their responses yielded a pattern of predictors that appear to be related to both home- and school-based participation. Namely, feeling that teachers are invested in one\u27s child and feeling overwhelmed by other obligations appear as statistically significant predictors of each type of involvement. Perceived language barriers were also significant predictors of parent involvement in two instances. Implications for efforts to support parental educational involvement of Latino immigrant parents are discussed. El presente estudio busca expandir el campo de comprensión de la involucración educativa de padres latinos cuyos hijos eran aprendices de inglés y asistían a escuelas católicas. Específicamente, intentamos identificar factores que facilitan, así como los que impiden, la implicación en dos tipos de involucración educativa en el hogar y dos tipos de involucración educativa en la escuela. En nuestra muestra de 329 padres inmigrantes latinos, sus respuestas produjeron un patrón de indicadores que parecían estar relacionados tanto en la participación en el hogar como en la de la escuela. En concreto, sentir que los maestros están involucrados en el propio hijo y sentirse desbordado por otras obligaciones parece ser un indicador estadísticamente significativo de cada tipo de involucración. La percepción de barreras lingüísticas también fueron un indicador significativo de la involucración de los padres en dos casos. Se discuten las implicaciones de los esfuerzos por apoyar la involucración educativa de los padres en los casos de padres inmigrantes latinos. Palabras clave: involucración de padres, participación de padres, latinos, involucración educativa, aprendices de inglé

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

The Page Turner

Caitlin Wilson, “You Asked Me Once If I Had Ever Thought of You as More Than a Friend”......5 Nathan Sindelar, “Plan Type Thing” ..... 6 Kirsten Clawson, “Green Grass”.......7 Jaime DeTour, “Macaroni and Cheese”....9 Eric Holt, “Hammer, Anvil, Stirrup”......12 Angela Berry, “A Moment of Tranquility”........14 Emily Burns, “Strings of Tension”........15 Erin Thomas, “Burnt Chocolate” ..... 27 Daley ElDorado, “So She Told Herself”.....38 Contributor Bios.....4

Assessing Critical Consciousness in Youth and Young Adults

The purpose of this study is to develop a scale to assess critical consciousness to be used as an assessment tool for assessing critical consciousness levels of individuals: first for prevention work, including programs that foster multicultural awareness and sensitivity, rites of passages, or racial socialization programs; and second for clinical work. The Critical Consciousness Inventory (CCI) is a nine-item scale using a Guttman model of scaling. Two hundred participants of varying ethnic/racial backgrounds completed the scale. Psychometric properties of the scale are included. The scale differentiates individuals at diverse levels of critical consciousness development. The CCI is related to social dominance and stigma consciousness