Making Education Work For Latinas in the U.S.

This study examines the existing knowledge base about promoting Latina educational success, defined as completing high school and then going on to secure a college degree. It also adds to existing research by examining two large data sets - one national, and one California-based for predictors of successful educational outcomes for representative samples of Latina youth who have recently been in high school and college. Finally, after identifying important predictors of success from the existing literature, and the examination of current data, the study incorporates case studies of seven young Latinas who illustrate pathways of women who are finding their way to educational success through high school, community college, and four year universities. Their stories provide a deeper understanding of the challenges that young Latinas encounter in our culture, as well as the promise they represent

Introduction To The Special Edition On Latina/o/x Postsecondary Education

This second special edition, like the first issue examining PreK-12 schooling, brings together diverse theoretical and methodological perspectives, including empirical qualitative and quantitative manuscripts centering Latina/o/x experiences and interrogating organizational practices. The campus contexts include a mix of community college and comprehensive public and research-intensive public and private institutions across the U.S. with historically white institutional designations and Hispanic serving institutional designations

Introduction To The Special Edition On Latina/o/x Prek-12 Education

Listening to Latina/o/x Voices: Maximizing Opportunities and Minimizing Obstacles in Distinct Educational Context

Perceptions Of Inequality As Racial Projects: Uncovering Ethnoracial And Gendered Patterns Among First-generation College-going Asian American Students

Through a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a Racial Formation Inequality Spectrum in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts

Applying A Stem Engagement Framework To Examine Short-Term Retention Of Latinx And Other Underrepresented Groups In An Undergraduate Stem Scholar Program

Studying STEM Intervention Program (SIP) retention, particularly what distinguishes those students who remain in the program from those that leave, may be a key to better understand how to keep students on track towards STEM degree completion. This study focuses on the participation of Latinx and other underrepresented racial/ethnic minoritized (URM) groups in a STEM intervention and support program. Applying London, Rosenthal, Levy, and Lobel’s (2011) STEM Engagement Framework on five cohorts of participants in a SIP, this study found that maintaining higher levels of scientific identity was related to program retention. Therefore, intentionally designing programs that address systemic inequities and celebrate and affirm minoritized groups’ experiences can facilitate adjustment and success. Moreover, women-identified participants were also more likely to remain in the SIP relative to their men-identified counterparts. For practitioners and institutions alike, these results indicate the need to create and implement support programs for women in STEM that go beyond the traditional components of academic support

Detección de Neospora caninum en ganado lechero sacrificado en Aguascalientes, México

The objective was to detect the presence of Neospora caninum in tissues, serum and peripheral blood of slaughtered dairy cattle in abattoirs of Aguascalientes, Mexico. Samples of spinal cord, heart, liver, blood and blood serum were collected from 71 adult animals and were processed as follow. Serum samples were processed by ELISA to detect anti-N. caninum antibodies, while the others were subjected to the nested PCR test to determine the frequency of parasite DNA in different tissues as well as blood. Overall frequency of seropositive animals was 41 % (29/71, 95% CI 29-53) with a range of 33 to 57 %. The frequency of detection of N. caninum DNA in the blood was 44 % (31/71, 95% CI 32-55), with a range between 38 and 50 %; in spinal cord samples of 32 % (27/71, 95% CI 27-50), with a range of 2 to 38 %; in heart samples, 22 % (16/71, 95% CI 13-34), with a range of 4 to 33 %, and in the liver samples, 32 % (23/71, 95% CI 22- 44), with a range of 28 to 57 %. The concordance between the ELISA test and PCR in blood was k= 0.36, of ELISA and PCR in tissues k= 0.07 and of PCR in blood and PCR in tissues k = 0.61. Only eleven cows were positive for all three tests .Con el objetivo de detectar la presencia de Neospora caninum en tejidos, suero y sangre periférica de ganado lechero sacrificado en rastros de Aguascalientes, México, se colectaron muestras de médula espinal, corazón, hígado, sangre y suero sanguíneo de 71 animales adultos. Las muestras de suero se procesaron mediante la prueba de ELISA para detectar anticuerpos anti-N. caninum, mientras que las otras se sometieron a la prueba de PCR anidado para determinar la frecuencia de ADN del parásito en los diferentes tejidos, así como en sangre. La frecuencia general de animales seropositivos fue de 41 % (29/71; IC 95% 29-53) con un rango de 33 a 57 %. La frecuencia de detección de ADN de N. caninum en sangre fue 44 % (31/71; IC 95% 32-55), con un rango entre 38 y 50 %; en las muestras de médula espinal de 32 % (27/71; IC 95% 27-50), con un rango de 2 a 38 %; en las muestras de corazón, 22 % (16/71; IC 95% 13-34), con un rango de 4 a 33 %; y en las de hígado, 32 % (23/71; IC 95% 22-44), con un  rango de 28 a 57 %. La concordancia entre la prueba de ELISA y la de PCR en sangre fue k= 0.36, de ELISA y PCR en tejidos k= 0.07 y de PCR en sangre y PCR en tejidos k= 0.61. Únicamente 11 vacas fueron positivas a las tres pruebas.

Calidad de agua y sedimientos en sitios con diferente grado de dragado en el Lago de Pátzcuaro, Michoacán, México

El Lago de Pátzuaro a través del tiempo ha sido un ecosistema de fundamental imporancia, por su efecto regulador del clima, como generador de alimentos, abastecimiento de agua y como una fuente de recursos económicos durante varios siglos para la población ribereña

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Using multi-institutional data from the Cooperative Institutional Research Program’s (CIRP) annual survey of entering freshmen, the Higher Education Research Institute’s (HERI) Faculty Surveys, campus registrars’ offices, and IPEDS data, we evaluated the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate (as measured by peer institutional retention climate and faculty perceived climate), net of students’ ability, expectations, and family socioeconomic status, influence students’ persistence behavior. We found that institutional retention climate, as defined by a student body’s aggregated report of withdrawal intentions, did independently determine whether a student would persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention of peer institutional retention climates

Hispanic students and the Gates Millennium Scholarship Program : promising results extending to the third college year

Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the stressors of paying for college enables students to become more engaged in academics and campus leadership activities even as we control for equally high levels of ability and involvement prior to college entry