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• 1. [Article] Processes of orientation to the informal caregiving role among Mexican-origin women : a qualitative analysis

  This thesis presents the steps that were taken to develop thematic findings using data from a qualitative study. Using a grounded approach, the study focused on qualitatively exploring Mexican origin caregivers' ...

  Citation × Citation Citation Abstract Copy Title: Processes of orientation to the informal caregiving role among Mexican-origin women : a qualitative analysis Author: McDermott, Elizabeth A. This thesis presents the steps that were taken to develop thematic findings using data from a qualitative study. Using a grounded approach, the study focused on qualitatively exploring Mexican origin caregivers' conceptualizations of elder caregiving in terms of role functioning, social norms, cultural beliefs, and familial obligations. Data collected from one-time, semi-structured interviews with 44 caregivers living in East Los Angeles, California were analyzed to develop thematic content. Before the onset of data analysis, all materials related to the study were reviewed to familiarize the researcher with the data. Following the review of the study materials, each transcript was systematically sorted and analyzed in the language of the interview (i.e., Spanish or English), using Atlas.ti, qualitative data management software. The cultural psychological perspective and the research question, "How do Mexican-origin women describe becoming oriented to or familiarized with the caregiving role and its associated responsibilities?" guided the analysis. Four themes related to women’s conceptualization of caregiving and women's personal sense of responsibility for taking care of familial elders emerged from the analysis. These themes include: 1) early and continued caregiving socialization; 2) psyche and personal identification; 3) familial expectations of giving care; and 4) cultural expectations of the family and the responsibility to give care. The first theme, early and continued caregiving socialization, reflects women's reports of becoming familiarized with the practice of giving care early on in their lives, often years before the actual adoption of the familial caregiving role. Women shared that the process of learning to give care involved continued observation of close relatives' caregiving behaviors and skills. Of those who reported learning how to give care through the observation of relatives, most reported having observed mothers modeling caregiving behaviors in support of elderly relatives and some reported having observed the caregiving activities of aunts and grandmothers. Women also became oriented to the caregiving role by actively participating in their families' caregiving responsibilities and activities early on in their lives (e.g., taking care of siblings, preparing family meals). The second theme to emerge from the analysis reflects the personal identification, held by some women in the sample, as primary caregiver within the family. Caregiving was described by these women as an inherent capacity or ability, not merely a set of skills or functions one becomes familiarized with or trained to do. For that reason, many were reluctant to adopt the term caregiver, instead reporting that they were performing familial duties consistent with their conceptualization of what it meant to be in a family, to be a daughter, or to be a granddaughter. The third theme, familial expectations of giving care, reflects the profound influence of familial expectations on women's behaviors and attitudes concerning the care of dependent familial elders. Families varied with respect to the degree to which familial expectations regarding the care of dependent family members were expressed. In some families, familial expectations regarding the care of dependent relatives were expressed clearly and explicitly while, in others, familial caregiving expectations were merely implied. For those belonging to families where caregiving expectations were implied, expectations within the family regarding the care of dependent relatives were generally conveyed through the allocation of caregiving tasks within the family, such as watching over younger siblings and preparing meals for the family. This implicit expression of caregiving expectations within the family made the process of becoming a caregiver a relatively passive process, involving the gradual increase in responsibilities over dependent family members. The fourth theme, cultural expectations of the family and the responsibility to give care, reflects the cultural forces influencing women's conceptualization of caregiving and women’s personal sense of responsibility for taking care of familial elders. Marianisma, the expectation within Latino culture that female members of a family should consider their own wants, desires, and needs as secondary to the needs of the family, particularly male members of the family (Hubbell, 1993; García & de Oliveira, 1997) was alluded to by many of the women in the sample. Similarly, familism, or the Latino cultural value of allegiance, attachment, dedication, reciprocity, and solidarity within the family (Ruiz & Ransford, 2012) was also reflected in women’s reports, with the majority of women in the sample sharing the view that, in times of need, family members should express loyalty to and responsibility for other dependent members of the family, by being available to give care and support. Though the goal of qualitative research is not necessarily to produce generalizable results but to instead describe as many aspects of a topic in detail, as is possible; it should be noted that, because non-random sampling techniques were utilized to recruit the study participants, the generalizability of this analysis' findings is limited. For that reason, while the discovery of common elements, across interviews, related to the processes of becoming oriented to the caregiver role lends some credibility to the findings of this analysis, caution should be taken when interpreting the results of this analysis. Additional research, involving alternative study designs, larger samples, and more diverse samples in terms of socioeconomic status and geographic location, is warranted. Title: Processes of orientation to the informal caregiving role among Mexican-origin women : a qualitative analysis Author: McDermott, Elizabeth A. This thesis presents the steps that were taken to develop thematic findings using data from a qualitative study. Using a grounded approach, the study focused on qualitatively exploring Mexican origin caregivers' conceptualizations of elder caregiving in terms of role functioning, social norms, cultural beliefs, and familial obligations. Data collected from one-time, semi-structured interviews with 44 caregivers living in East Los Angeles, California were analyzed to develop thematic content. Before the onset of data analysis, all materials related to the study were reviewed to familiarize the researcher with the data. Following the review of the study materials, each transcript was systematically sorted and analyzed in the language of the interview (i.e., Spanish or English), using Atlas.ti, qualitative data management software. The cultural psychological perspective and the research question, "How do Mexican-origin women describe becoming oriented to or familiarized with the caregiving role and its associated responsibilities?" guided the analysis. Four themes related to women’s conceptualization of caregiving and women's personal sense of responsibility for taking care of familial elders emerged from the analysis. These themes include: 1) early and continued caregiving socialization; 2) psyche and personal identification; 3) familial expectations of giving care; and 4) cultural expectations of the family and the responsibility to give care. The first theme, early and continued caregiving socialization, reflects women's reports of becoming familiarized with the practice of giving care early on in their lives, often years before the actual adoption of the familial caregiving role. Women shared that the process of learning to give care involved continued observation of close relatives' caregiving behaviors and skills. Of those who reported learning how to give care through the observation of relatives, most reported having observed mothers modeling caregiving behaviors in support of elderly relatives and some reported having observed the caregiving activities of aunts and grandmothers. Women also became oriented to the caregiving role by actively participating in their families' caregiving responsibilities and activities early on in their lives (e.g., taking care of siblings, preparing family meals). The second theme to emerge from the analysis reflects the personal identification, held by some women in the sample, as primary caregiver within the family. Caregiving was described by these women as an inherent capacity or ability, not merely a set of skills or functions one becomes familiarized with or trained to do. For that reason, many were reluctant to adopt the term caregiver, instead reporting that they were performing familial duties consistent with their conceptualization of what it meant to be in a family, to be a daughter, or to be a granddaughter. The third theme, familial expectations of giving care, reflects the profound influence of familial expectations on women's behaviors and attitudes concerning the care of dependent familial elders. Families varied with respect to the degree to which familial expectations regarding the care of dependent family members were expressed. In some families, familial expectations regarding the care of dependent relatives were expressed clearly and explicitly while, in others, familial caregiving expectations were merely implied. For those belonging to families where caregiving expectations were implied, expectations within the family regarding the care of dependent relatives were generally conveyed through the allocation of caregiving tasks within the family, such as watching over younger siblings and preparing meals for the family. This implicit expression of caregiving expectations within the family made the process of becoming a caregiver a relatively passive process, involving the gradual increase in responsibilities over dependent family members. The fourth theme, cultural expectations of the family and the responsibility to give care, reflects the cultural forces influencing women's conceptualization of caregiving and women’s personal sense of responsibility for taking care of familial elders. Marianisma, the expectation within Latino culture that female members of a family should consider their own wants, desires, and needs as secondary to the needs of the family, particularly male members of the family (Hubbell, 1993; García & de Oliveira, 1997) was alluded to by many of the women in the sample. Similarly, familism, or the Latino cultural value of allegiance, attachment, dedication, reciprocity, and solidarity within the family (Ruiz & Ransford, 2012) was also reflected in women’s reports, with the majority of women in the sample sharing the view that, in times of need, family members should express loyalty to and responsibility for other dependent members of the family, by being available to give care and support. Though the goal of qualitative research is not necessarily to produce generalizable results but to instead describe as many aspects of a topic in detail, as is possible; it should be noted that, because non-random sampling techniques were utilized to recruit the study participants, the generalizability of this analysis' findings is limited. For that reason, while the discovery of common elements, across interviews, related to the processes of becoming oriented to the caregiver role lends some credibility to the findings of this analysis, caution should be taken when interpreting the results of this analysis. Additional research, involving alternative study designs, larger samples, and more diverse samples in terms of socioeconomic status and geographic location, is warranted. Close

• 2. [Article] Stress, Depression and Coping among Latino Migrant and Seasonal Farmworkers

  This is the publisher’s final pdf. The published article is copyrighted by MDPI AG (Basel, Switzerland) and can be found at: http://www.mdpi.com/.

  Citation × Citation Citation Abstract Copy Title: Stress, Depression and Coping among Latino Migrant and Seasonal Farmworkers Author: Winkelman, Sloane Burke, Bethel, Jeffrey W., Chaney, Elizabeth H. This is the publisher’s final pdf. The published article is copyrighted by MDPI AG (Basel, Switzerland) and can be found at: http://www.mdpi.com/. Title: Stress, Depression and Coping among Latino Migrant and Seasonal Farmworkers Author: Winkelman, Sloane Burke, Bethel, Jeffrey W., Chaney, Elizabeth H. This is the publisher’s final pdf. The published article is copyrighted by MDPI AG (Basel, Switzerland) and can be found at: http://www.mdpi.com/. Close

• 3. [Article] Agriculture, Diet, and Empowerment: Understanding the Role of Community Gardens in Improving the Health of Oregon's Urban Latino Community

  Across the United States, organic gardens are being used to improve community development and develop civic agriculture programs for minority populations, including Latinos. Huerto de la Familia (Family ...

  Citation × Citation Citation Abstract Copy Title: Agriculture, Diet, and Empowerment: Understanding the Role of Community Gardens in Improving the Health of Oregon's Urban Latino Community Author: Dezendorf, Caroline Year: 2013 Across the United States, organic gardens are being used to improve community development and develop civic agriculture programs for minority populations, including Latinos. Huerto de la Familia (Family Garden), a community agriculture organization based in Eugene, Oregon, aims to improve the food security and well-being of urban Latino immigrants. This study asks the question: how effective is the organization's Organic Gardening program at improving the mental, physical, and nutritional health of urban Latinos? I analyze how participation in the community gardening program empowers the families involved and provides them access to fresh and culturally appropriate foods. Through active participatory research, semi-structured interviews, and the use of photo journals and receipt collections, this study finds that Huerto de la Familia is beneficial in terms of food justice and improving community integration. Title: Agriculture, Diet, and Empowerment: Understanding the Role of Community Gardens in Improving the Health of Oregon's Urban Latino Community Author: Dezendorf, Caroline Year: 2013 Across the United States, organic gardens are being used to improve community development and develop civic agriculture programs for minority populations, including Latinos. Huerto de la Familia (Family Garden), a community agriculture organization based in Eugene, Oregon, aims to improve the food security and well-being of urban Latino immigrants. This study asks the question: how effective is the organization's Organic Gardening program at improving the mental, physical, and nutritional health of urban Latinos? I analyze how participation in the community gardening program empowers the families involved and provides them access to fresh and culturally appropriate foods. Through active participatory research, semi-structured interviews, and the use of photo journals and receipt collections, this study finds that Huerto de la Familia is beneficial in terms of food justice and improving community integration. Close

• 4. [Article] Making way through the borderlands: Latino youth with disabilities in transition from school to adult life

  xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: Making way through the borderlands: Latino youth with disabilities in transition from school to adult life Author: Povenmire-Kirk, Tiana Cadye, 1974- Year: 2010, 2009 xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Title: Making way through the borderlands: Latino youth with disabilities in transition from school to adult life Author: Povenmire-Kirk, Tiana Cadye, 1974- Year: 2010, 2009 xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 5. [Article] Voices to be heard : narrative research of undocumented Latino students in Oregon community colleges

  Community colleges have become a practical educational option for undocumented students seeking an associate degree; thus reflecting the community college's very mission and purpose by providing access ...

  Citation × Citation Citation Abstract Copy Title: Voices to be heard : narrative research of undocumented Latino students in Oregon community colleges Author: Ivelisse, Brenda Community colleges have become a practical educational option for undocumented students seeking an associate degree; thus reflecting the community college's very mission and purpose by providing access and affordability for these students. Specifically, undocumented Latino students are known to select community colleges due to their low tuition cost, proximity to their home, ease of access, etc. (Hernandez et al., 2010). This research study focused on undocumented Latino students for, as a leading scholar notes, "undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success" (Contreras, 2009, p. 610). The purpose of this study was to explore, through their own voices, the community college experiences of undocumented Latino students in Oregon. The Pew Hispanic Center found approximately 22% of the estimated 150,000 undocumented residents of Oregon stand to benefit from the DREAM Act (Passel & Cohn, 2011). A qualitative methodology was used in this study that provided a philosophical approach that allowed for meaning to emerge from the data. A Latino Critical Theory (LatCrit) perspective was used to frame this study. By approaching this research through the lens of LatCrit theory, the factors affecting marginalized undocumented students were highlighted. Working from a social justice perspective, the researcher’s goal was to provide information that may be useful to individual study participants, other undocumented students, and to the institutions that enroll these students. This study aimed to provide a means for addressing a social justice matter, the education of undocumented community college Latinos. It emphasizes the complex experiences and identities of Latinos, including language rights, immigration, citizenship, ethnicity, and gender (González & Portillos, 2007; Hernandez-Truyol, 1997; Montoya, 1994; Martinez, 1994). The intent of this study was not make far-reaching generalizations applicable to all community college undocumented Latino students, but to find themes that could support some of their experiences better that ultimately could lead to completion of an associate's degree. The study found that eight themes emerged as a result of the data analysis: 1. Support from Family and Community 2. Overcoming Obstacles 3. Cultural Informant 4. Finding Place: Formal and Informal Networks 5. Involvement 6. Barriers that Intersect 7. Identity as Undocumented 8. Resiliency This study attempted to define academic success of the eight participants by identifying the practices and support systems community colleges are using to help undocumented Latino students navigate their systems. Because of the focus on the lived experiences of undocumented Latino students, a qualitative approach referred to as testimonios was utilized for addressing the research questions, thus a platform for the voices of this marginalized population to expand the understanding of those who would hear them was created. This study revealed the conclusions that emerged from the testimonios as well as give recommendations for practice and further research. The study found that family support, creating community, understanding practitioners' roles, and having hope and resiliency aided in the persistence and retention of the participants. Freire (1970) stated in order to liberate and change the conditions in which individuals live, they must be empowered to do so. These eight participants narratives are a testament to what occurs to individuals if given the space to be empowered and change their conditions. The testimonios revealed their lived experiences as they completed an associate’s degree. Their testimonios challenged the narrative that undocumented people are a burden to society. Their voices challenge the dominant narrative that undocumented people do not have a voice. Title: Voices to be heard : narrative research of undocumented Latino students in Oregon community colleges Author: Ivelisse, Brenda Community colleges have become a practical educational option for undocumented students seeking an associate degree; thus reflecting the community college's very mission and purpose by providing access and affordability for these students. Specifically, undocumented Latino students are known to select community colleges due to their low tuition cost, proximity to their home, ease of access, etc. (Hernandez et al., 2010). This research study focused on undocumented Latino students for, as a leading scholar notes, "undocumented Latino students in higher education represent a resilient, determined, and inspirational group of high achievers who persevere and serve as a model for success" (Contreras, 2009, p. 610). The purpose of this study was to explore, through their own voices, the community college experiences of undocumented Latino students in Oregon. The Pew Hispanic Center found approximately 22% of the estimated 150,000 undocumented residents of Oregon stand to benefit from the DREAM Act (Passel & Cohn, 2011). A qualitative methodology was used in this study that provided a philosophical approach that allowed for meaning to emerge from the data. A Latino Critical Theory (LatCrit) perspective was used to frame this study. By approaching this research through the lens of LatCrit theory, the factors affecting marginalized undocumented students were highlighted. Working from a social justice perspective, the researcher’s goal was to provide information that may be useful to individual study participants, other undocumented students, and to the institutions that enroll these students. This study aimed to provide a means for addressing a social justice matter, the education of undocumented community college Latinos. It emphasizes the complex experiences and identities of Latinos, including language rights, immigration, citizenship, ethnicity, and gender (González & Portillos, 2007; Hernandez-Truyol, 1997; Montoya, 1994; Martinez, 1994). The intent of this study was not make far-reaching generalizations applicable to all community college undocumented Latino students, but to find themes that could support some of their experiences better that ultimately could lead to completion of an associate's degree. The study found that eight themes emerged as a result of the data analysis: 1. Support from Family and Community 2. Overcoming Obstacles 3. Cultural Informant 4. Finding Place: Formal and Informal Networks 5. Involvement 6. Barriers that Intersect 7. Identity as Undocumented 8. Resiliency This study attempted to define academic success of the eight participants by identifying the practices and support systems community colleges are using to help undocumented Latino students navigate their systems. Because of the focus on the lived experiences of undocumented Latino students, a qualitative approach referred to as testimonios was utilized for addressing the research questions, thus a platform for the voices of this marginalized population to expand the understanding of those who would hear them was created. This study revealed the conclusions that emerged from the testimonios as well as give recommendations for practice and further research. The study found that family support, creating community, understanding practitioners' roles, and having hope and resiliency aided in the persistence and retention of the participants. Freire (1970) stated in order to liberate and change the conditions in which individuals live, they must be empowered to do so. These eight participants narratives are a testament to what occurs to individuals if given the space to be empowered and change their conditions. The testimonios revealed their lived experiences as they completed an associate’s degree. Their testimonios challenged the narrative that undocumented people are a burden to society. Their voices challenge the dominant narrative that undocumented people do not have a voice. Close

• 6. [Article] Exploring student integration patterns in two-way immersion schools

  xviii, 278 p. : ill. (some col.)

  Citation × Citation Citation Abstract Copy Title: Exploring student integration patterns in two-way immersion schools Author: Martinez, Martha I. Year: 2011 xviii, 278 p. : ill. (some col.) Title: Exploring student integration patterns in two-way immersion schools Author: Martinez, Martha I. Year: 2011 xviii, 278 p. : ill. (some col.) Close

• 7. [Article] Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading

  The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention ...

  Citation × Citation Citation Abstract Copy Title: Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading Author: Batz Herrera, Silvia Year: 2016 The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed. Title: Effects of ePALS on Latino/Hispanic mother-child interactions and shared book reading Author: Batz Herrera, Silvia Year: 2016 The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed. Close

• 8. [Article] Community as a source of health in three racial/ethnic communities in Oregon: a qualitative study

  This is the publisher’s final pdf. The published article is copyrighted by the author(s) and published by BioMed Central Ltd. The published article can be found at: http://www.biomedcentral.com/bmcpubl...

  Citation × Citation Citation Abstract Copy Title: Community as a source of health in three racial/ethnic communities in Oregon: a qualitative study Author: Schure, Marc B., Bethel, Jeffrey W., Mendez-Luck, Carolyn A., Goins, R. Turner, McDermott, Elizabeth This is the publisher’s final pdf. The published article is copyrighted by the author(s) and published by BioMed Central Ltd. The published article can be found at: http://www.biomedcentral.com/bmcpublichealth/. Title: Community as a source of health in three racial/ethnic communities in Oregon: a qualitative study Author: Schure, Marc B., Bethel, Jeffrey W., Mendez-Luck, Carolyn A., Goins, R. Turner, McDermott, Elizabeth This is the publisher’s final pdf. The published article is copyrighted by the author(s) and published by BioMed Central Ltd. The published article can be found at: http://www.biomedcentral.com/bmcpublichealth/. Close