Browsing by Subject "Mexican American children"
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Item A comparison of the effectiveness of sensory stimuli in teaching beginning reading to disadvantaged children.(Texas Tech University, 1975-08) King, Dwade R.Not availableItem A study of Mexican American children taught by a spelling-pattern approach to reading instruction(Texas Tech University, 1970-08) Green, Cecil CalvertThe purpose of this study was to investigate, analyze, and describe the extent to which and the process by which Mexican American first-grade children taught by a spelling-pattern approach to reading instruction (a) change in their control of the phonemes of English, (b) internalize generalizations concerning the orthographic representations of the speech sounds of English, and (c) become motivated and remain motivated to participate in the reading-learning activities used in the experimental classrooms.Item Assessing and Investigating Migration-Morbidity Among Children of Mexican Origin and Mexican American Mothers(2011-10-21) Bonura, Erica Pe?rezThe migration morbidity hypothesis suggests that stress events inherent in immigration contribute to an increase in psychopathology. Assessing and investigating migration-morbidity among children of Mexican origin and Mexican American mothers living in the United States is the focus of the current study. Participants in the study were 133 students in 3rd, 4th, and 5th grades residing in the U.S. A replication of the ASEBA Teacher Report Form (TRF) Post-Traumatic Stress Problems (PTSP) scale factor structure was conducted to determine its utility for children of Mexican and Mexican American mothers. Item-level confirmatory factor analysis (CFA) was used to evaluate the adequacy of the PTSP scale model. Three models were evaluated using a CFI, RMSEA, and WRMR to determine fit. Results using dichotomous TRF responses and omitting item 8, which includes information about a child's ability to concentrate, yielded a CFI = 0.956, RMSEA = 0.071, and WRMR = 0.862. Standardized factor loadings ranged from 0.484 to 0.976. The ASEBA TRF was used to gather information about a teacher's perception of problem behaviors in the classroom. Information was gathered for two groups: children of Mexican and children of Mexican American mothers residing in south Texas. An ANOVA determined that teachers observed a statistically significant difference (p = .04, d = 0.37) in happiness between groups with children born of Mexican origin mothers and rated as less happy than their peers born to Mexican American mothers. Children did not differ in other measures of behavior. The students resided in a primarily Mexican American/Mexican community, which could have impacted the results. In addition, the sensitive nature of the study may have impacted the low return rate. Implications of the study and their impact on education and immigrant mental health are discussed.Item Ethnic identity development and social competence of Mexican-American children(Texas Tech University, 2000-05) Villa, Laura CeciliaThe primary purpose of this study was to explore the ethnic identity of Mexican-American children. The investigation looked at the ethnic identity in terms of development by assessing five components of ethnic identity (ethnic self-identification, ethnic constancy, ethnic knowledge, ethnic feelings and preferences, and use of ethnic role behaviors)in eight-year-old children. The present study also explored the role the broader social ecology in the development of ethnic identity by comparing the ethnic identity of children from two towns, Lubbock and El Paso, Texas. Individual familial predictors of ethnic identity (parental language acculturation, social acculturation, education and employment) were also assessed. In addition, the present study explored the implications of having a high or a low ethnic identity by looking at the relationship between ethnic identity and social competence in children from the two towns. Results indicate that Mexican-American children have started forming an ethnic identity at the age of eight years. In comparison, children from Lubbock supersede the children from El Paso in most of the ethnic identity components. Tovm seemed to be the most important predictor of ethnic identity, followed by mother's education, mother's employment, mother's use of the Spanish language, and the number of Mexican objects displayed in the home. Finally, findings demonstrate that higher ethnic identity leads to better social skills and less behavior problems within the sample. Differences in ethnic identity between the children in the two towns may be attributed to the different majority/minority status Mexican-American children experience. For Lubbock children, ethnicity may be a more sahent and important element of identity than for El Paso children because of their minority status.Item Ethnic identity, children's perception of expectations of the teachers, and feelings about school of Mexican-American and White children(Texas Tech University, 2003-12) Apparala, Malathi LathaMany factors have been investigated to determine what contributes to Mexican American students' school dropout rate. Earlier studies focused on deficits in the culture and or the children themselves. More recent approaches focus on children's perceptions and understanding of stereotypes and how these are manifested in the school system. This dissertation is unique in that it attempted to better understand how the effect of Mexican American and White children's perceptions about teacher expectations influences their feelings about school, examining the possible mediating role of the strength of their ethnic identity development. The children were recruited at several local community organizations and centers in the city of Lubbock, Texas. The sample (134 Hispanic and 131 Anglo) included 265 children (124 boys and 141girls). A highly trained research assistant interviewed each child in one individual interview session (30 minutes). The main findings indicated that Hispanic children who rank ordered their ethnicity as less important than other personal descriptions, and White children who rank ordered their ethnicity as more important stated that they perceived Hispanics teachers to expect less ofHispanic children. Hispanic older children assigned more importance to ethnicity compared to Hispanic younger children, and overall Hispanic children assigned more importance to ethnicity compared to White children at all grades. Hispanic children's strength of ethnic identity was higher compared to White children at all grades, with 6th graders having slightly higher ethnic identity scores than 1st and 3rd graders. Other results revealed that children in the first grade reported liking school more than children in the upper grades. Girls reported having more positive teacher related feelings about school than boys did. For White children, the findings suggest that when the mother is more educated the child likes the school least. The most significant finding of the present study was that for Hispanic children. White teacher's expectation about a Hispanic child's performance was the strongest predictor of feelings about school.Item Examiner effects on the testing of Mexican-American bilingual children in the early elementary grades.(Texas Tech University, 1976-12) Morales, Edward SNot availableItem Performance characteristics of Mexican American children on measures of hyperactivity and hypoactivity(Texas Tech University, 1982-12) Madrigal, Julio FernandoNot availableItem The effects of Hispanic children's literature on the self-esteem of lower socioeconomic Mexican American kindergarten children(Texas Tech University, 1991-05) Ramirez, GonzaloCulture plays an important part in the development of a child's self-esteem. Experts have stated that minimizing the differences between the home of culturally different children and the school is a major step in helping these students experience success in school. Incorporating the life experiences (through real or vicarious experiences) of these children will bring their home life into the classroom. It was assumed that culturally oriented literature may help fill this need. Therefore, the purpose of this study was to determine if being exposed to stories about the culture of Mexican Americans significantly affected the self-esteems of lower socioeconomic (SES) Mexican American kindergarten children, and to see if any differences detected could be explained by the language level of the child, as determined by the Language Assessment Scales (LAS). The first experimental group, designated Group A, listened to 18 selected stories about Mexican Americans. The second experimental group, designated Group B, listened and discussed the 18 selected stories. The third control group, designated Group C, neither listened to nor discussed the selected material. Subjects for this study were 123 Mexican American kindergarten children from three different elementary schools who participated in the free or reduced lunch program.