Search

Son and daughter metaphorical expressions are common in general as well as technical languages. This study explores the similarities and differences between English and Arabic ibn (son) and bint (daughter) expressions, and the difficulties that student-translators have with them. A corpus of English and Arabic general ibn (son) and bint (daughter) expressions (daughters of Eve, daughter of invention, son of Adam, son of a biscuit, son of a gun) and another corpus of specialized expressions (son of Minos, daughter board, daughter activity) were collected, analyzed and compared. It was found that ibn (son) and bint (daughter) expressions fall into 4 categories: (i) those that are identical in form and meaning in both languages (daughters of Eve, son of Adam); (ii) those that are similar in meaning but differ in wording (step-daughter); (iii) those that exist in English, but have no equivalents in Arabic (daughter of Sappho); and (iv) those that exist in Arabic but have no equivalents in English (daughter of Yemen, i.e., coffee). Specialized expressions used in medicine, computers, business and others are exact translations in both languages (daughter company, daughter cyst, daughter isotope). Student-translators could translate fewer than 13% of the Arabic test items and 12% of the English test items correctly and left 75% blank. Son and daughter expressions similar in both languages were easy to translate (like mother like daughter), whereas opaque ones [Arabic characters omitted], culture-specific ones [Arabic characters omitted] and those requiring a specialized background knowledge were difficult (daughter board). Extraneous translation, paraphrase, Literal translation, use of synonyms, transliteration of Arabic words, partial translation, and giving the same translation for different expressions were the most common strategies. Translation difficulties are due to semantic and syntactic problems that the students have. Results and recommendations are given in detail.

This is a report from the field, where an immigrant mother journaled about her Yemeni American daughters (ages 7 and 13, born and raised in the U.S.) visiting museums for the first time. Her diary documented how mother-child and sibling interactions in museum education contributed to building cognitive and affective skills required for academic success in formal schooling. Her diary entries included: (1) anecdotal observations, (2) interviews of her daughters and her immigrant father, and (3) reflective and photographic journaling. Her daughters' journaling and photo documentations further supported their mother's entries. Vygotsky's sociocultural theory is the conceptual framework for this project. The mother promoted her daughters' immigrant identity via visits to museums and activities related to the museum and the family's immigrant identity offered before, during, and after the museum visits. The project culminated with her daughters creating their unique family museum and dramatizing as docents. We recommend: (1) museum-related interactive literacy activities, and (2) creating and dramatizing a family museum. We buttress these recommendations with research, Vygotsky's theory, and our evidence-based practice. We conclude that the daughters demonstrated the cognitive and affective skills required for academic success in formal schooling while simultaneously developing their immigrant identity. We suggest replicating this project to promote immigrant identity among other cultural groups. We lastly present an educational case study of the grandfather's immigrant experiences in the appendix.

This study aims to explore Turkish young women's family triangulation experiences. The phenomenological research design of the qualitative tradition was utilized. The sample of the study comprised 10 Turkish young women who were selected through convenience sampling. During the data collection, semi-structured interviews were preferred. Data analysis were also conducted via content analysis. Participants reported "insufficient problem/conflict solving ability" of their parents. Holding a parental role, defending the one parent as participants perceive he/she is weak, and feeling caught in the middle were the factors in relation to "mediating pattern." The theme refers to the triangulation pattern that offspring is closer to either of parents than they are to each other. A number of participants described the children and fathers in their own families as "scapegoats" means a pulled out or outsider position in a triangular relationship. "Coalitions" were one of the most frequently reported theme and mainly indicated taking sides or alliances between three (offspring and parents). Triangulated children expressed anger, emotionally distant and disappointment toward their parents as they play a mediating role during the conflicts. Only one participant was able to act without dragging into conflicts and maintained a "balanced position" of triangulation. Moreover, all findings of the current study were briefly discussed in the context of the "value of children" theme as it is the fact that material/economic expectations of parents sharply decrease, and emotional expectations increase from children in Turkish culture.

Parents are considered as the most vital influence for the education of female students, there has been a vast area of research on how science education is perceived by parents and society in general. In Nigeria, the parents' mindset about the education of female students is not encouraging Thus, this paper presents the results of impact of carrying out science home projects by five female students on their parents' perception of their daughters' science learning. The home project is part of a science module in a bigger study. Data were collected from interviews with the female students and their parents and observation during the implementation of the home projects. The interview was done after the home project. The interview data was transcribed and analysed using thematic analysis. The data was triangulated with the observation field notes. The result reveals that the parents' mindsets are positively changed. We also point out the implication of the of this study and the future researches about the education of female students is suggested. The home projects were found to be helpful to makes parents to see the importance of learning science by their female daughters so that they can change their thought and enroll more of their daughters to secondary school to learn science and further their studies at higher institution.

The paper intends to reread Jamaica Kincaid's short story, 'Girl' (1978) and provide new insights into its understanding. It aims to analyse the poetic qualities, word choice, and structure of the text that are left not fully discussed by recent scholarship. The structure as well as the poetic language of 'Girl' make it an unconventional piece of writing falling between two literary categories and so hard to classify. 'Girl' apparently violates rules and transgresses conventions by being both poetic and going beyond the traditional fictional structure of a short story. The paper argues that 'Girl' is an unconventional piece of literature that crosses the borders of a short story to poetry. First, it obviously lacks the traditional structure to be classified as a short story. Second, the text embraces several poetic techniques which reveal it as poetry written in prose. Therefore, the paper purports to carefully consider the poetic techniques and rhetorical devices found in 'Girl' and make it much closer to a prose poem than a short story. The story depicts a pre-adolescent female being dictated by the instructions of a sharp-tongued mother who teaches her how to become a lady--both in the private setting of the house as well as in public--in contrast to what it is like for a woman growing up in Antigua. The paper's considerations of Kincaid's depictions of mother, daughter, and their relationship illuminate the poetic traits found including repetition, sound devices and word choice. The paper's interpretation of 'Girl' reveals its poetic nature for being a thoroughly repetitive and alliterative piece. The text's repetitive quality does not only stimulate the reader's intellectual appreciation of the text's thematic notions and meanings but also promotes an overall unifying effect.

This study scrutinizes the development of negation in Turkish by analyzing of a monolingual Turkish-speaking child's speech between 28 to 32 months. The developmental progress of negative forms in parent-child exchanges is explained and presented with examples featuring a girl and her parents. The data has been obtained from the CHILDES database and is divided into three sets based on the age of the child: 2;4, 2;6 and 2;8. First, the paper attempted to outline how negation is formed in Turkish and analyzed the data to find patterns of negation to trace the development of negation in the child's speech. It aimed to prove how the child gradually expands her ability to use negative forms by using different communicative strategies over a five-month period. To facilitate this expansion, the child uses some strategies such as variety sets, multiple negative forms in collaboration, giving reasons and results in the speech. The child is identified to have acquired the forms of negation and strategies for a successful communication in a clear developmental sequence. The data reveals that the expansion goes from easy to linguistically and cognitively more challenging forms. The child acquires and uses free forms such as yok (not existent) initially, but later she can also produce more complex utterances such as orada hiçkimse yok (There isn't anyone there). Therefore, this study presents evidence for the existence of developmental expansion of each form to make negation, but there is no evidence of clear-cut stages going successively and following each other in a systematic order. Thus, the analysis proves that negation develops by expanding on the previous knowledge and the forms are used interconnectedly, so they mostly overlap.

This paper explores societal perceptions of a child's disability and bilingualism through the author's observations and reflections. Drawing from the observations of the child in different public schools in the United States, the author shares how the child has been viewed differently and similarly by school personnel. By reflecting on different perceptions of the bilingual child with a disability label, the author promotes least restrictive attitudes toward "all" in schools and society. [Note: Issue number displayed on the PDF (n1) is incorrect. This article was published in v13 n2.]

This paper aims to demonstrate the impact of feminist writing as a new paradigm for education in the 21st Century to provoke awareness of gender inequity issues and to maintain justice and healthy living in society. It discusses the two selected works by prominent feminist authors: Alice Walker's "The Color Purple" and Amy Tan's "The Joy Luck Club" to reflect different nature of gender problems, and equity issues by providing an overview of feminist movements in the west, inclusive of leading feminist pioneers and their works that impact the works of feminist authors. The investigation of the two novels was based on the conflicts derived from gender stereotypes, illiteracy, mainstream stream male-dominant values, racism and cross-cultural conflicts derived from social prejudices against women that resulted in their oppression, suffering and poverty. Both works provide solutions to empower women through sisterhood, and the bond of illiterate mothers, who become witty through experiences and their blunt daughters, formal and informal education that empower women to be economically, and personally independent. The conclusion confirms that feminist writing and great classics are best learning resources for young learners to make them insightful of the social problems and conflicts, and their roles to enhance a healthy society.

Grazia Honegger Fresco gives us direct observations of her daughter from birth to eight months, grouping her observations by age even further into birth to fourth month, fifth and sixth months, and seventh and eighth months. Within each age range, she focuses on Sara's sensory life and her relationships. Her observations are detailed and gentle as she strives to be free of preconceived judgements. She offers a lovely example of what it means to use observation as a tool to learn the inner life of the child. [Reprinted from "The NAMTA Journal" 15.3 (1990): 50-57.]

This study reports on the perspective of mothers whose daughters underwent an extensive inquiry-focused interactive one-week science camp, which involved female middle school students and university scientists. This study focused on nine mother's perceptions of the impact the camp had on their daughter's science identities. Following the camp, parents were interviewed and reported that, among other things, their daughters had shifted to a much keener appreciation for science as a discipline, had a greater awareness of who scientists are, where their work, and what they do, as well as a broadened and more focused interest in science careers. Key to this paper is the profound ripple effect that these experiences with scientists had on the girls' science identities once returning to a school setting. Based on data collected, these experiences with scientists prompted students to participate more in school science and express more interest in science for as much as a year following the camp. The reflections shared by parents following their daughters' camp participation provide important insight for parents, teachers and informal educators in terms of how girls internalize these experiences in a way that effects their own perceptions of scientists and becomes incorporated into their individual science identities.

Ross Dabney, J. Butt & K. Tillotson, and others think that Dickens revised the role of Edith in the original plan of "Dombey and Son" upon the advice of a friend. I tend to believe that Dickens's swerve from his course was prompted by two motives, his relish for grand scenes, and his endeavour to engage the reader's sympathies for a character who was a victim of a social practice which he was trying to condemn. Dickens's humanitarian attitude sought to redeem the sinner and condemn the sin. In engaging the reader's sympathies, Dickens had entrapped his own. Both Edith and Alice are shown as victims of rapacious mothers who sell anything, or anybody for money. While Good Mrs Brown sells Alice's virtue and innocence for cash, Mrs Skewton trades on Edith's beauty in the marriage market to secure fortune and a good establishment. Edith and Alice's maturity and moral growth and their scorn and anger at their mothers' false teaching come in line with public prudery. Moreover, their educators in the principles of Mammonism have not succeeded altogether in stifling their innate feminine tenderness and capacity for affection, the thing that draws them near their reader's heart and wins them love and sympathy.

In recent decades, the Bedouin population in Galilee, in Northern Israel, experienced significant multifaceted changes. Exposure to other cultures and other social components, with which this population had very limited interaction in the past, had affected its norms and behavior patterns and caused adaption of manners and values that had not been tolerated in the past. As school in Israel is compulsory and local high school served various segments of the society, all Arab minority children faced a different reality from the one their parents had to cope with. This fast-changing modern reality affected the adolescents and often led to tensions and difficulties between youngsters and parents in general, and daughters and mothers in particular. The following is a summary of a qualitative study conducted among selected number of working educated mothers in this particular sector. The research method was an open semi structured interviews and one on one conversations. All interactions with the researcher had been conducted in Arabic, recorded and translated into English.

The objective of the thesis is to bring out the trauma of the immigrants who are stuck up by the nostalgic and glorious past in their alien world. The cultural and social restrictions faced by the characters who live in their separate but intertwined worlds are brought in a detailed manner. Anita Rau Badami, one of the newest writers in the field of diasporic literature even with her a few literary writings has been able to carve a niche for herself in the literary world. Badami has dealt with the complex problems faced by women. Tamarind Mem depicts the relationship between a mother and a daughter who are trying to make sense of their past with different perceptions. The novel unfolds how the past cultural restrictions shape the personal lives and aspirations of the characters. Can You Hear the NightBird Call? Badami narrates the lives of three women which are linked together through their experience of violence. In other words, the novel spans sixty years in the history of the Sikh community in Punjab and Canada. In "Introduction" the purpose and aim of the present study is stated. It details some of the major events in the life of the author and her achievements which are relevant for the understanding of her characters, vision of life and her development as artist. "Estranged Relationship" deals with the problems prevailing in the family of the two novels Tamarind Mem and Can You Hear the Nightbird Call? Familial relationship is a universal issue and it has attracted the attention of many writers. "Shakiness of Memory" deals with the nostalgic reminisences in the two selected novels for discussion which psychologically affect the characters. Memory is a thought of something that one remembers from the past. "Conflicting Cultures" deals with the problems of the immigrants in a foreign land. Immigration is the movement of people to another country or region to which they are not native in order to settle there. Finally "Summation" recounts all the findings made in the various areas of the current research and also includes a discussion of further research areas viable in respect of the writer.

Many children living in low-income communities do not face struggles in school. Many learn quickly and easily. But for some students, living in a high poverty communities and attending underfunded schools has consequences that can make learning difficult. In this paper, Compton-Lilly draws on the words of a parent living in a low-income community to explore how economic and social challenges affected the schooling of her daughter over a ten-year period. As the following accounts reveal, Ms. Rodriguez, an African American, low-income parent, was committed to her daughter's learning and school progress and brought a thoughtful and informed critique to her children's school experience that reveals the multiple ways that money affects academic learning.

This father gives some brief observations of his daughter beginning at the time of her entrance into a Montessori school at the age of three years through the age of six. Through his observations and interactions with his daughter, he gains an awareness of the beauty of the work of the child and leaves the reader with a simple yet powerful conclusion regarding the relationship of the adult to the natural development of the child. [Reprinted from "The Call of Education 1" (1924): 221-223.]

Quynh (pseudonym), a Vietnamese-American female, was an honor student in her K-12 education in Vietnam four decades ago. April 30, 1975, abruptly signaled the fall of Saigon and the end of the Vietnam War. Many military personnel from the former regime found themselves and their loved ones in danger of being persecuted by the victorious new government. Nearly a decade later, Quynh and her family were permitted to enter the United States as political asylees; Southern California became their adopted home. There she resumed her education and pursued teaching as a career. Quynh soon completed her undergraduate and post-baccalaureate college education in the U.S. In addition to becoming a teacher, Quynh was also raising a school-aged daughter, Sheryl (pseudonym). Quynh often felt perplexed by her daughter's multi-tasking activities and observed that Sheryl seemed totally oblivious to her environment. She struggled with understanding her child's complex thought processes, viewpoints on matters, and responses to internal and external stimuli. Though Quynh repeatedly tried to connect to her daughter, she felt as though her efforts were frequently in vain: they seemed to be living in separate worlds. This article is a narrative of Quynh's journey toward better understanding aspects of giftedness in Sheryl and how it became manifested in cross-cultural contexts in order to fully support her daughter's academic and social needs. The purpose of this article is to: (1) Shed light on the experience of a Vietnamese American parent of a child with giftedness which could be of value to other parents; (2) Emphasize the importance of teachers and parents working together to ensure positive learning experiences for students with giftedness from diverse cultural and linguistic backgrounds; and (3) Offer practical suggestions and recommendations for educators to implement in their school settings.

The paper aimed to investigate the parents' attitudes toward their daughters' education in tribal areas of district Dera Ghazi Khan (Pakistan). To achieve the objectives four research questions were established. Focus of the questions was to examine the significance of girls' education for tribal parents. Existing and expected role of tribal parents as well as contribution from government and community for girls' education was also aimed to explore in research questions. Sample comprised thirty parents and five teachers/educational workers. The data was collected through semi-structured interviews and was analyzed using content analysis approach. The findings disclosed the parents' positive perceptions toward their daughters' education but at the same time severe scarcity of human and physical infrastructure for girls' education was also presented in the area. The paper recommended several empirical steps to overcome these problems including provision of new school locations and ensuring the availability of school buildings, supporting infrastructure and teachers for already functioning schools in the area. Financial aid for poor students was also proposed in the study.

The purpose of this grounded theory (Strauss & Corbin, 1998) study was to explore the experiences of racially and culturally diverse young mothers whose own mothers abused substances two decades ago when substance abuse peaked in inner city, urban neighborhoods in the United States and to identify the factors that have influenced how they parent their own children today. Semi-structured interviews were conducted with ten drug-free mothers who report having been raised by a mother who was addicted to drugs, primarily crack cocaine during their childhoods. The emergent grounded theory is that exposure to maternal substance abuse has a significant and unique impact on female children throughout their lifespan, with particular emphasis at the onset of motherhood. Among the goals the young mothers expressed is that they wanted to "be there" for their children, protect their daughters from sexual abuse, and raise sons who do not abuse women. (Contains 2 figures and 2 tables.)

In her 1995 article, "Sapphire Bound!", legal scholar Regina Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, the authors focus on Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. They call for educational research, theorizing, and practice by women and scholars of color who are adamant about improving the academic outcomes and schooling experiences of Black girls. They look at critical race feminism in particular as a useful framework for representing and speaking to the experiences of Black girls in educational spaces. They present an overview of critical race theory (CRT) and critical race feminism (CRF) which serves the purpose of (1) demonstrating that CRT and CRF have practical and relevant implications for the study of African American female students' school experiences; and (2) to begin to envision the possibilities of a critical race feminism in education theoretical framework. The authors argue that there is a need for a coalition of educational researchers who seek to understand Black girls' multiple realities. Through a critical race feminism lens, the authors call attention to the realities of the state of Black girls' education.

The consequences of substance abuse and addiction are profound and depredating. The desolation is incalculable in estimating the psychological damage and trauma inflicted on the children of addicted parents. According to studies and statistics gathered by the National Association for Children of Alcoholics, "there are more than 20 million children of alcoholics in the United States, nearly 11 million are under the age of 18, one of every four children are living in an alcoholic environment. This figure is magnified by the countless number of others who are affected by parents who are impaired by other psychoactive drugs." These children are prone to extensive social, psychological, educational, medical and future socio-economic struggles. The children of addicted parents are at a higher risk of developing addiction. The remedies and solutions for these children must include intensive counseling and programs focused on the healing of these traumatic events to safeguard their future well being, independence and self-efficacy. If not helped, these children often carry their sadness and insecurities into adulthood.

The girls of girls' schools, the author believes, are a kind of Platonic Form of American girl, an ideal to which most of the rest of society, of the country's meritocratic system, aspires for their daughters, a reflection of one's deepest values. She believes girls all over the country, in all high schools, want The Dream. They want to achieve and succeed in major ways unheard of in the past. What the author finds worrisome about young women is that in the quest to develop talents and aspirations, they have carved for themselves a frightening new territory where there is no concept of enough. The chance to become anything has become an impulse to become everything. When counselors get together, especially those from girls' schools, they concur that their girls seem to have a mechanism that leaves them without sufficient boundaries. Girls just keep adding... and adding... expectations, creating an endless list of chores and goals. In this article, the author presents some of the symptoms she sees of girls at risk, threatened by unsustainable dreams, including hyper-selective college admission at the climax, symptoms of nearly impossible day-to-day existences. A wilderness of girl-children losing pieces of themselves each year to their own overdevelopment.

On April 20, 2010, United States President Barack Obama issued a proclamation declaring National Equal Pay Day. In the proclamation it was recognized that despite years of progress in the workforce, women are still not paid as much as men. The proclamation states: Throughout our Nation's history, extraordinary women have broken barriers to achieve their dreams and blazed trails so their daughters would not face similar obstacles. Despite decades of progress, pay inequity still hinders women and their families across our country. National Pay Day symbolizes the day when an American woman's earnings finally match what an average American man earned in the year. Today, we renew our commitment to end wage discrimination and celebrate the strength and vibrancy women add to our economy. The proclamation emphasized, "Nearly half of all working Americans are women, yet they earn only about 80 cents for every dollar men earn. This gap increases among minority women and those with disabilities." While the proclamation is meant to be symbolic in nature, the research question, which must be asked, is: Will the status of women in the workforce improve? In order to provide analysis and an answer to the question, one must examine the history of women in the workforce, the plight of women in the university, and the effect of women's roles on society. (Contains 43 footnotes.)

Throughout the world, gender defines an omnipresent and personal identity. Historically gender effects have ventured far beyond the biological aspects of reproduction and deep into societal constraints of action, appearance, freedom, and destiny. Gender provides convenient labels, descriptions, and expectations. Unfortunately history provides many examples where gender has been used as a tool of oppression. The history of the world's most populous nation, China, provides a long and interesting tale of gendered outcomes. We argue that across three generations China has progressed from the gendered atrocity of female footbinding to a somewhat genderless college admissions process. The current generation of China's young women is not only able to run on unfettered feet but also have unprecedented personal options, opportunities, and responsibilities denied to previous generations. This study addresses generational change specifically through the eyes and perspectives of the contemporary women of China. Our study focuses on three generations of women; each formed by very unique cultural and political situations within their natal country. China's contemporary young adult women, born between 1979 and 1985, are typically "only daughters" of a generation of one-child families resulting from China's one-child family policy. This unique generation has grown up without the competition of other siblings. Their mothers grew up in much different era, shortly after the People's Republic of China (1949) was established. These women's lives were affected by the Great Proletarian Cultural Revolution (1966-1976). On average, these women were born to large families with clear preferences for sons. Finally, we extend back another generation to the grandmothers of our seed sample who typically were in the first generation of Chinese women to be free from footbinding. The manuscript begins with a description and history of three historical milestones; each relevant to one of the contemporary generations included in this study. We then provide data showing the speed and direction of gendered outcomes. Finally, we provide a qualitative oral history study of these three generations of women in China through interviews with the young adult women, their mothers, and their grandmothers. The use of oral histories as primary sources has been promoted through several respected historical works (S. Wang 2006). (Contains 5 footnotes, 4 figures and 1 table.)

This small-scale phenomenological interview study explored how seven poor, illiterate mothers in five different slum areas in a bigger city in the Punjab province of Pakistan, viewed the significance of education for their daughters with disabilities. The mothers' views were influenced by cultural aspects and behaviour patterns in the families' context, as well as by individual interpretations of religious and social values. Their views were coloured by previous experiences with an educational system and by their assumptions about the girls' situation when the parents are no longer there. The categories enlightenment, empowerment and protection emerged from the data as perspectives that contributed to an understanding of the mothers' views. In a process of change from a traditional to a more modern society, mothers' feelings of security and trust towards "the world out there" will influence their views and efforts regarding education for their daughters with disability. Mothers may need support and help in their encounters with the educational system. Although mothers have a central role, there is a need to bear in mind the complete family and the context when planning and implementing educational programs for girls with disabilities.

Background: Few family-based healthy lifestyle programs for Latinos have been conducted, especially family programs targeting mother-daughter dyads. Purpose: To assess the acceptability and feasibility of the Behavior Opportunities Uniting Nutrition Counseling and Exercise (BOUNCE) program designed for Latino mother-daughter pairs. Methods: 92 participants (46 mother-daughter pairs) were recruited from two elementary schools (3rd- 6th grades). Process evaluation measures included attendance rates, instructor and participant's evaluation of program. Results: Moderate levels of participation were maintained during the BOUNCE program. Of the 46 mother-daughter pairs who were enrolled, 35 pairs (76%) completed pre-and post- intervention measurements. Participants rated BOUNCE program activities, content, and instructors as highly satisfactory. Daughters reported cooking, food tasting, journaling, and dancing as the most enjoyable and helpful activities. Mothers' most reported enjoyable and helpful activities were grocery shopping tour, food tasting, samba, and salsa dancing. Child care needs, low literacy, parental working schedule, religious beliefs against dancing, and mandatory tutoring were identified as participation barriers. Discussion: Process evaluation demonstrates the feasibility and acceptability of the BOUNCE program. Identifying and addressing barriers to participation during the developmental stages of the intervention strengthened the design of this intervention. Translation to Health Education Practice: Results should be of value to health educators involved in the development, implementation, and evaluation of community-and family-based interventions designed for Latino families. (Contains 3 tables and 2 figures.)

Background: Asian American and Pacific Islanders (AAPIs) have been neglected in health research. Purpose: The purpose of this study is to (1) describe the sexual risk behaviors of a sample of AAPI community college students using questions from the National College Health Risk Behavior Survey, and (2) to compare the sexual risk behaviors of AAPI study participants (n=138) to their non-Asian peers (n=328). Methods: Comparisons were made between AAPI and non-Asian study participants using a z-test. Results: AAPI study participants were significantly more likely than their non-Asian peers to practice abstinence, limit their number of sexual partners, and use condoms. An unexpected finding was that AAPI participants were more likely to report a history of a sexually transmitted disease (STD). Discussion: Research suggests that mother-daughter sexual communication during adolescence is a crucial prerequisite to the practice of safer sex behaviors. A lack of sexual communication with parents during childhood may contribute to higher rates of STDs later in life. Translation to Health Education Practice: Health educators who work with parents, adolescents, and young adults should include effective sexual communication skills in health promotion programs designed to prevent STDs and unintended pregnancy. (Contains 2 tables and 1 figure.)

In this article, the author examines her racial identity and its impact on her interpretation of the schooling experiences of a 10th grade Latina in an ethnographic case study. Prior to this study, the author had been working in a university-based family literacy program where she met Zulmy's mother, Manuela. Due to her experience as a middle grades English/Spanish bilingual teacher, and due to the observations she made about the difficult transition for many of her former bilingual students who entered high school, she was primarily interested in following the school and literacy experiences of Mexican immigrant students in the high school. She had originally met three young Latinas who were in their freshman year; all of them, including Zulmy, were daughters of the Mexican mothers with whom she worked in the literacy program. As a Filipino American whose second language is Spanish, the young women were curious and intrigued about her interest in them, and about her knowledge of Spanish, which she learned in high school and later in college. To orient herself with the school setting, she also interviewed Zulmy's teachers and friends about the academic and social life in Zulmy's high school. For the purpose of understanding how class, religion, and immigration influenced her interpretation of Zulmy's life, this article mostly addresses the relationship the author had with her. The author describes her relationship with Zulmy, first through her initial description of her as a church girl. Then she follows this piece with a personal refection on language, identity, and ethnicity. Throughout the article, Cynthia Reyes examines their research relationship vis-a-vis her personal reflections on language and identity, and analyzes the implications that such a relationship has on understanding data and writing about one's participant. (Contains 1 note.)

As a university professor who has taught at the teacher education, masters, and doctoral levels, the life of teaching has been an enduring interest, particularly teaching that occurs in K-12 settings. From the author's own work as a K-12 teacher and administrator to her earliest studies of effective teaching and in her own university teaching, she has been interested in the complex practice of teaching and in how to make the practice more effective for student learning and more satisfying and fulfilling for the teacher. Thus, she engaged in a yearlong action research project with a fifth-grade teacher who happened to be her daughter. Her objective was to better understand the action research process; she had not anticipated the multi-faceted results in terms of student benefits and her daughter's increased sense of self-efficacy and professionalism. This article describes the author's experience in working with two bilingual fifth grade teachers. The focus of the article is on the transformation of these experienced teachers and on factors in the process that the author believes contributed most strongly to their professional growth. Not only was there development in their mathematics instructional approaches, but even more noteworthy, in their attitudes toward their students, toward math as a content area, and toward themselves as teachers of mathematics.

An increase in interest in crimes against people with developmental disabilities (PWDD) has been observed in the past decade. However, little attention has been given to intrafamilial homicides of PWDD. This paper provides a preliminary description of these types of homicides as they affect PWDD. Content analysis of media accounts of intrafamilial homicides of PWDD describes the characteristics of those involved and the circumstances of the homicides. This study examined a subset of data of 1967 homicides of PWDD and found 308 cases of intrafamilial homicide representing the deaths of 314 PWDD. These homicides represented 15.96% of overall homicides of PWDD obtained in the original study. A similar number of homicides of male and female victims were reported. Compared to other family members, biological parents were most frequently implicated in the deaths of PWDD, with biological mothers, acting alone, implicated most often. Biological mothers were most frequently implicated in the deaths of daughters, while biological fathers were most frequently implicated in the deaths of sons. The majority of PWDD who were killed were four years of age or younger. Beating, shooting, neglect, asphyxia, burns, and poisoning were the most common causes of death. Discussion focuses on media representation of homicides, intrafamilial homicide, and prevention. (Contains 4 tables.)

This study compared two interventions in terms of impact on physical activity participation and mother-daughter relations. Previously sedentary mothers and daughters (N = 34) were randomly assigned to a 12-week university-or home-based physical activity group. Program activities were designed using focus group information, aspects of the social cognitive theory, and information from previously successful interventions. The university-based group met three times a week for fitness building and recreational activities. The home-based group received a packet of information and training to perform activities in or near the home. Changes in physical activity and family bonding were assessed for mothers and daughters separately using a 2 (group)(2 (time) repeated measures analysis of variance. On completing the program, mothers and daughters in each group reported increased participation in physical activity (p = 0.02 to 0.000). The majority of mothers (94%) and daughters (88%) agreed that "my relationship with my daughter/mother has improved as a result of participating in physical activity together." On the Parental Bonding Instrument daughters reported no statistically significant changes in their perceptions of "mom's level of caring" (p = 0.73); however, "mom's level of control" (p less than or equal to 0.05) increased. Group by Time interactions were not significant, indicating that there were no differences between results from either program. Both home- and university-based physical activity programs may be viable paradigms in which to improve family relations and increase physical activity. (Contains 6 tables.)

Rates of human papillomavirus (HPV) vaccine series completion among adolescent Hispanic females in Texas in 2014 (~39%) lag behind the Healthy People 2020 goal (80%). This qualitative study identifies Hispanic mothers' salient behavioral, normative and control beliefs regarding having their adolescent daughters complete the vaccine series. Thirty-two mothers of girls (aged 11-17) that had received at least one dose of the HPV vaccine, completed in-depth interviews. Six girls had received one dose of the HPV vaccine, 10 girls had received two doses, and 16 girls had received all three doses. The questions elicited salient: (i) experiential and instrumental attitudes (behavioral beliefs); (ii) supporters and non-supporters (normative beliefs) and (iii) facilitators and barriers (control beliefs). Directed content analysis was employed to select the most salient beliefs. Mothers: (i) expressed salient positive feelings (e.g. good, secure, happy and satisfied); (ii) believed that completing the series resulted in positive effects (e.g. protection, prevention); (iii) believed that the main supporters were themselves, their daughter's father and doctor with some of their friends not supporting series completion and (iv) believed that vaccine affordability, information, transportation, ease of scheduling and keeping vaccination appointments and taking their daughter's immunization card to appointments were facilitators. This study represents the first step in building theory-based framework of vaccine series completion for this population. The beliefs identified provide guidance for health care providers and intervention developers.