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Patterns of health care use in New Mexico were examined to determine whether income, education, occupation, or other socioeconomic characteristics were associated with use of the service. Adequacy of services were assessed relative to the State's immediate neighbors and the United States from the perspectives of structure, process, and outcomes. Personal interviews were conducted with 599 rural and urban households in 12 southern counties in 1972 and with 688 households in 20 northern counties in 1974. Secondary data sources were used to assess adequacy of services. Some findings were: variation in household use of health care services was not consistently related to ethnicity, education, occupation, income, or age; rural people rated travel time and distance as their biggest difficulty; most respondents were reasonably well satisfied with both the quality and accessibility of health care services; the ratio of persons per doctor was about 20% higher than the national ratio and the ratio of hospital beds per 1,000 population was about 20% lower; general practitioners received the most visits and emergency services the fewest; and more Spanish Americans used home remedies and were more inclined to gather their own while Anglos looked to commercial sources. (NQ)

Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for 3-, 4-, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are to: prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design using standardized tests which measured language development in Spanish and English, school readiness, and self concept and personality development. In-service training and dissemination activities were subjectively evaluated using site-visits, observations, records, and self-reports by the staff. Major findings included: students made significant gains in language development in Spanish and English and in general school readiness; students developed and/or maintained a positive self concept and substantially developed in various dimensions of personality growth; and an outstanding in-service training program was provided. (Author/NQ)

The Anchor Test Study (ATS) yielded equating tables for vocabulary, reading comprehension, and total reading scores for eight commonly used reading tests at the 4th, 5th, and 6th grade levels. Because of the original ATS sampling design which resulted in a nationally representative sample of school children at those grades, the equating tables might not be considered equally applicable for selected subgroups of the population--specifically, for black and Spanish-surnamed subgroups. The present study was done to determine whether use of the ATS equating tables for these two ethnic subgroups is warranted. Essentially, the analysis focused upon detecting interaction between test interrelationships and ethnic affilation in a way most relevant to the expected uses of the ATS equating tables--average differences between equivalent and obtained scores for each ethnic group, in various parts of the score range, were tested for significance. The detailed procedures for accomplishing the implied statistical tests are described. The analyses appear in Appendices A, B, and C (for grades, 4, 5, and 6, respectively) organized by vocabulary, reading comprehension, and total reading scores within grade level. The results did not indicate any systematic ethnic bias. The few isolated instances which did exist might be attributed largely to the sampling procedure used in the ATS; i.e., maximizing representation of the total population, rather than that of any specific subgroup. (RC)

The study's purpose was to investigate and identify the barriers to minority groups, which have resulted in under-representation in allied health professions postsecondary education programs. Two-day conferences were held in the seven Southeastern states of Alabama, Florida, Georgia, Louisiana, Mississippi, North Carolina, and South Carolina. These conferences were divided into two discussion groups: (1) students, comprised of American Indians, Black Americans, and Spanish Americans, and (2) faculty members, high school counselors, administrators, and representatives of minority organizations involved in the education of minority students. A total of 160 participants attended the sessions. Priority rankings were made at the end of each discussion group. Sociodemographic characteristics were compiled for each State regarding population composition, economic activities, enrollment in educational institutions, health manpower, and allied health manpower in order to put the findings into proper perspective. This report reflects data obtained from the conference participants as well as administrators and faculty from allied health schools in the Southeast who were not able to attend the discussion groups. Given for each State are the State profile, educational institution profile, group discussions and findings, and the priority ranking. An overview of the study is included. (NQ)

Access to college for ethnic minorities and the poor remains very limited. Four times as many high school graduates from high-income families enter the University of California than do graduates of low-income families. The entrance rate to the State University and Colleges for high-income graduates is twice the rate for low-income graduates. An examination of the educational and work choices of 1,600 random graduates of 20 Los Angeles high schools revealed that only 4 percent and 9 percent of all black graduates enter UC and CSUC, respectively. The inequality of college opportunities largely results from the disproportionate numbers of low income graduates who are ineligible to enter the University of California or the State University and Colleges. Findings also indicate that UC entrance requirements that focus on high school performance in math and science courses discriminate against women graduates, Los Angeles high schools are greatly segregated, and entrance rates to private colleges and community colleges are surprisingly equal. Several steps to overcome inequities are: (1) expansion of student financial aid programs to further alleviate financial barriers to college; (2) expansion and improvement of outreach programs; and (3) greater flexibility in UC and CSUC admission requirements. (Author/KE)

An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective evaluation of the students' self concept and personality development were conducted. Using a time-series analysis, personal interviews, and questionnaires, 27 former REPSAC students were studied. Some major findings were: students made significant gains in language ability, sensory and perceptual discrimination, and school readiness; showed positive and continuous self concept and personality growth; however, significant gain was not evident in learning aptitude. (Author/NQ)

This document reports on the results of the Latino Task Force, chartered for the purpose of identifying the mental health problems of the Latino community, identifying potential causes and evaluating the relevance and effectiveness of existing mental health services, in order to formulate viable recommendations for community mental health research and training. Topics focused on are: the sources and nature of Latino problems, Latino social structure, the influence of cultural conflicts and oppression on mental health, Latino psychic structure, present-day mental health service delivery systems, professional personnel and indigenous resource personnel staffing procedures, inservice training, reorientation of mental health professions, alternative training methods, curriculum, research, and accreditation. The report concludes with a set of recommendations for training of personnel that would establish an effective mental health service program, staffed with empathetic professional, paraprofessional, and indigenous personnel trained to cope with Latino mental health requirements in a nonstress producing environment. (Author/AM)

This report covers the 1974-1975 extension of the Elementary and Secondary Education Act (ESEA) Title VII Milwaukee Bilingual Education Program which began as a five-year project in September 1969. The program was initiated to develop a bilingual curriculum for schools with Spanish-American populations. Federal legislation, which supports the Milwaukee program, was designed to meet the special needs of children who have limited English proficiency and who come from environments where the dominant language is other than English. In order for Spanish-background children to become more broadly-educated adults, they must be afforded educational opportunities at least equal to those available to other children. Bilingual education was and is considered to be a basic and essential framework to provide these opportunities. The total bilingual program had three main components. They were an elementary program, a secondary school program, and inservice training for staff. This report describes each of these programs along with the specific objectives and the findings on which the evaluation was based. (Author/DEP)

The study identified the barriers which prevent application, matriculation, and/or completion of allied health postsecondary education programs by blacks, Spanish-surnamed Americans, and Native Americans and recommended means of reducing or eliminating the barriers. Only those barriers which could be resolved or reduced through programs of public information, outreach, and training were identified. The study was limited to the Northeastern states of Maine, Rhode Island, Vermont, New Hampshire, Massachusetts, Connecticut, and New York. Focus group sessions were conducted with 6 groups of students presently enrolled in programs of allied health, 6 groups of faculty, staff, and administrators of postsecondary allied health programs, and 1 group of minority professionals working in allied health. The discussions were analyzed in 2 ways: (1) objective analysis of barriers as stated in discussion and (2) content analysis of underlying thoughts and feelings. Findings indicated that: (1) most minority students did not include the allied health fields in their career selection process because they had no knowledge or inadequate knowledge of the career opportunities available; and (2) those who did enter postsecondary programs found the academic work difficult, sensed a feeling of social isolation, and seemed unable to find or get the supportive services needed to successfully deal with their environment. (Author/NQ)

A 2-year study of minority group barriers to allied health careers in the Southwest was conducted to identify those barriers experienced by minority groups in entering and completing a postsecondary educational program in allied health. Data were obtained through: (1) 7 one-day conferences convening students, dropouts, nonstudents, staff, faculty, and administrators held in Arizona, California, Colorado, New Mexico, Oklahoma, and Texas; and (2) an examination of demographic and health manpower data. Conference participants ranked, by priority, the barriers according to their importance to each minority group (Spanish Americans, American Indians, and Black Americans). Findings were presented by categories of barriers and the stages in the process of acquiring professional status (application, matriculation, and completion). This final report presents: (1) an overview of the study, (2) brief descriptions of each phase of the study, (3) a summary of each conference, (4) a summary of the barriers and priority rankings for each geographic area, (5) a synopsis of the barriers and recommendations, (6) a statement of conclusions based on the study's findings as compared with the findings of other investigations regarding minority allied health professionals and students in the Southwest. (NQ)

This document, presenting a statewide racial and ethnic survey by determining the distribution and composition of student enrollments and school personnel in local districts, is said to represent the most comprehensive effort attempted by Oregon's Title IV Unit, whose purpose is said to lie in improving the quality of services to target clients, and in encouraging districts to adopt and implement comprehensive integration programs. A section on equal educational opportunity and perspectives provides information on desegregation, integration and the law, state authority, and the state education department's responsibility. Also listed in this section are the components and objectives of the Program Research in Multi-Cultural Education Model (PRIME Model), which is said to have been developed to eliminate racial isolation. The survey data is presented in seven tables that are subsequently summarized. A statement on Lau et al vs. Nichols, in which a precedent for assistance to cultural and linguistically different children was established, is made in reference to Oregon school districts with a significant enrollment of culturally different students. Three districts are currently operating bilingual education programs. Maps, along with county totals, grade totals, school district totals, and personnel totals, are provided. (Author/AM)

The goal of this study is to describe the sociolinguistic situation of a small group of bilingual Chicano adolescents residing in a California border town. This report is the first stage in a research project into the social dimensions of language use within the Chicano speech community, and the first phase of a cumulative research strategy in Chicano sociolinguistics. The central concern of the report is to examine the association between the reported language use of these adolescents for given social situations and their language dominance. A total of 75 students, 33 males and 42 females, in the ninth, tenth, and eleventh grades participated in the study. The relationship between linguistic proficiency and language use was investigated by means of the Bilingual Syntax Measure II, and language usage was investigated by means of a sociolinguistic questionnaire. Maintenance of and loyalty to the Spanish language were found to be very high for the subjects. Specifically, results show that: (1) linguistic dominance and language use are closely associated; (2) there is a high level of Spanish language use in the family; and (3) there is widespread use of Spanish language mass media. (CLK)

This report evaluates the status of civil rights oversight and policymaking by the White House and Office of Management on Budget (OMB) during the Nixon-Ford administrations, from 1972 to 1976. The report documents the activities of the White House, OMB, the Federal Regional Councils, and the Federal Executive Boards. Housing, school desegregation, business enterprises, and federal grants in relation to the prominent minority groups are investigated. The administration's failure to enforce Federal civil rights legislation during 1972-76 is attributed to the executive branch of government. This branch failed to provide policymakers with effective means to discover the nature of problems or to suggest ways to implement corrective action. In the belief that executive direction is indispensable to civil rights legislation, it is recommended that the President assume responsibility for Federal civil rights enforcement programs and that a cabinent-level position be created whose role would be to strengthen enforcement programs. It is also recommended that a Division of Civil Rights within the OMB be established. (KC)

Field-dependent and field-independent cognitive styles of Chicano mothers were examined in relation to: (a) the role that cognitive styles play in determining individual differences in maternal teaching strategies; (b) the role of maternal teaching strategies as mediators of children's development of cognitive style; (c) the emergence of field dependence-independence as a coherent construct of cognitive style in young Chicano children; and (d) cognitive style sex differences in young Chicano children. Forty three Chicano mothers were observed, in their homes, teaching cognitive perceptual tasks to their own 5-year-old children, and each mother and child was administered a battery of measures to assess field dependence-independence. Among the results discussed was the finding that field-independent mothers used inquiry and praise as teaching strategies and field-dependent mothers more frequently taught through modeling. Also, the contrasting tendencies toward greater or less self-nonself segregation and their cognitive and personality sequelae enter into the mother's choice of teaching strategies. It was found that each mother teaches her young child using the type of strategy that is likely to stimulate in the child the development of a cognitive style similar to her own. In addition, a coherent construct of field dependence emerges somewhat earlier in female than in male Chicanos. (Author/SE)

The need for a dual perspective on the part of social workers to work with minority clients and its use in social work education is discussed. The Human Behavior and Social Environment (HBSE) sequence of a social work curriculum is discussed from the dual perspective, and material illustrating how the dual perspective and minority content can be incorporated into an HBSE sequence course is presented. This book explores the use of the dual perspective in method courses and the practicum and presents materials for both practicum and practice in a pluralistic society. It then focuses on the dual perspective and the Social Welfare Policy and Services sequence, presenting material with substantive content and highlighting differences in perspective. Material is provided on American Indians, Asian Americans, Blacks, and Latinos. (Author/SPG)

Perceived ethnic discrimination was studied by surveying 388 members of the Latino community in Chicago (115 Puerto Ricans, 162 Mexicans, and 111 Cubans). A factor analysis of how these Latinos perceived the treatment they got from 19 private and public social organizations (such as churches, libraries, and landlords) produced four dimensions of discrimination: regulatory organizations, consumer organizations, socialization organizations, and employment opportunity organizations. Age, years of residency in the United States, education, family income, and four media exposure variables (television, radio, Spanish-language press, and English-language press) were tested with hierarchical regression analysis on each discrimination factor. After controlling for the background variables, exposure to television was found to be a negative predictor of the discrimination perceived from the consumer and socialization factors. Exposure to the other types of media was not a significant predictor of any factor with such controls; but exposure to English-language press was positively associated with discrimination perceived from the regulatory and socialization factors. Age was the strongest negative predictor of the regulatory, consumer, and employment opportunity factors, while education was the only positive predictor (for the regulatory factor). (Author/RL)

This paper focuses on language diversity in Chicano speech communities in the United States and its relation to the teaching of Spanish to Chicano bilinguals. Attempts to teach standard Spanish to Spanish-speakers in the United States have been unsuccessful for the most part, because the schools recognize only a single standard of "correctness" that is not always the same as that used in the communities. Attempts to teach Spanish as a mother tongue to Chicano students are reviewed, and the need to establish guidelines for the evaluation of current positions and programs is addressed. The sociopolitical, socioeconomic, and educational experiences of Chicanos are reviewed based on an assessment of the present sociolinguistic situation of Chicanos. This situation consists of a language repertoire with various codes that depart from the Mexican Spanish linguistic tradition, an asymmetrical type of bilingualism, and the use of Spanish viewed as transitional and not valued in the broader society. It is concluded that collaboration between sociolinguists and language instructors is needed since Spanish language instruction for Chicano bilinguals is not equivalent to instruction in a first language. (SW)

The effectiveness of institutional, state, and federal efforts to expand educational participation in California is examined in this third of a three-report series on equal opportunity in California postsecondary education. The purposes of this report are to: (1) review the progress made during the past five years, (2) identify the barriers to further progress, (3) inventory existing student affirmative action programs, and (4) provide recommendations for a coordinated statewide effort to increase the educational participation of low-income, ethnic minority, and women students. Chapters present statistical information and conclusions on such areas as: the participation of ethnic minorities and women in postsecondary education; barriers to expanded participation in postsecondary education; existing campus-based programs; "Special Action/Exception" admissions policies; student financial assistance programs; meeting the needs of students with dependent children; and recommendations for a coordinated statewide effort in student affirmative action. Several conclusions were reached, such as: the underrepresentation of Chicano students is particularly severe since they constitute the largest and the fastest-growing ethnic minority group in California; more coordination is needed between federal, state, and institutionally funded student affirmative action programs; and there is a general lack of formal cooperative efforts among postsecondary institutions in outreach programs designed to assist ethnic minority and low-income students in gaining access to postsecondary education. (LC)

A study of the ethnic identity of Education Personnel Development (EDP) faculty in American Association of Colleges for Teacher Education member institutions represents 14,493 faculty in 320 participating institutions. Data are presented in tabular form. Table 1 provides analysis in terms of institution type; Table 2 in terms of faculty degree status, rank, and sex. Analyses by institution type are presented in Tables 3 through 6 in terms of the proportions of faculty by ethnic group, professorial rank, and institution type. Analyses of sex distribution, using male/female ratios, appear in Tables 7 through 10. (Author/LH)

This study examined the effects of pretraining Chicano and non-Chicano seventh-grade students using items parallel to those appearing on tests. The sample was 44% Chicano and 56% non-Chicano. Prior to instruction on factors and primes, all seventh-grade students in a school were given an Arithmetic Reasoning Test and a Missing Words Test as pretests; before pretesting, half of the students received pretraining on Arithmetic Reasoning and half on Missing Words. Following instruction, these tests were given again with a test on factors and primes. Data analysis indicated that pretraining significantly improved the reliability of the Arithmetic Reasoning Test for Chicano students; no differences in reliability were found for non-Chicanos nor on the Missing Words Test. Regression analyses indicated that pretraining also improved the prediction power of the test for Chicano students. (SD)

The outreach activities component to REPSAC, an extremely successful early childhood bilingual intervention program in Clovis, New Mexico, enabled the project to provide replication services to various local education agencies requesting such services. During 1976-77, services included the training of selected teachers and aides to acquire competencies in working with young, high risk, and handicapped children. Conducted on-site at the replication centers (9 school districts and 9 Head Start Centers located in isolated areas in New Mexico) and at the parent center, training was taken to these centers by a specially designed and equipped motor coach. Evaluation of the training was conducted by an external evaluation team via objective evaluation of the workshops; classroom visits; site-visits with administrators, teachers, and aides; self-evaluation questionnaires from the trainees and trainers; and a review of various records/logs maintained by the outreach training team. A follow-up study of former REPSAC students in grades 1-5 was conducted. Findings included: the training program for the teachers and aides was extremely effective; services provided to the schools in the isolated areas were extremely needed; and the follow-up study indicated a change to an upward trend for Spanish language development, a continued slightly upward trend for English language development, and a mild downward trend for learning aptitude. (Author/NQ)

Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for "high risk" (of low birth weight) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and to disseminate information concerning the program. Evaluation of student achievement was based on pre- and posttests using standardized tests which measured language development in Spanish and English, school readiness, and self-concept. In-service training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff. Major findings included: students made significant gains in language development in English and school readiness; students indicated a positive and continuous growth concerning self-concept and social development; the variable making the greatest contribution to language development in English was IQ; and the in-service training provided to the 47 teachers and aides was extremely successful and effective. (Author/NQ)

This study is the Civil Service Commission's first on the educational attainment of federal employees as of August 1974. It covers such subjects as minority group employment, employment of women, white-collar workers' occupations, blue-collar workers' occupations, pay structure, geographic distribution, and monthly manpower and pay reports. In the first of four parts, the introduction states that the report presents and analyzes educational attainment data for male and female full-time permanent General Schedule employees--federal civilian employees within their minority/non-minority groups. Part 2 defines the data parameters and study population. In part 3 statistics are given for educational attainment of General Schedule employees by minority/non-minority group and by sex. For instance, an educational attainment by minority group overview reveals that the Oriental group has the highest educational level, followed by the non-minority group. Black, Spanish-surnamed, and American Indian groups had considerably smaller percentages of employees with higher education. Part 4 compares Civil Service Commission data with U.S. Census data. Also, comparisons with Census data for employed white-collar workers are presented. Eleven text tables and eleven figures provide quantitative data throughout the document. Twelve tables based on the Civil Service Commission Central Personnel Data File and three based on U.S. Census data are appended. (CSS)

The study develops a labor market success model of young male inner-city Hispanics and examines several variables influencing labor market success. A sample of inner-city Puerto Ricans who attended the eighth grade in two schools in Wilmington, Delaware, in the 1966-1971 period was chosen and interviewed. Small control groups of blacks and whites were used also. Two multiple regression models of success are developed; one uses highest wage and the other uses the wage adjusted for job stability and type of job as dependent variables. The significant major determinants of success are years of school, number of children, and race. Attitude toward work, extent of career planning, and years lived in Puerto Rico also can influence success. Puerto Rican young men do worse than blacks and much worse than whites in the labor market. Other forms of human capital investment, including job training, do not seem to matter. Unemployment is high but is voluntary. The young man sees racial discrimination hindering his labor market progress. To raise the success level, public policy should focus on making schools and job training more effective, provide better counseling and market information, and expand the availability of "good jobs." Present macro-economic job programs are of little value. (Author)

This essay reports the results of a preliminary evaluation of the effects of Matthew Lipman's Philosophy for Children program on fifth and sixth graders in the first year of the program's use in two settings. The program, which involves the use of a novel about children to promote discussion, attempts to engage elementary students in philosophical debate about such issues as the bases of moral decisions and the justification of one's beliefs. The study involved multiple conditions differentiated by setting (Newark, New Jersey or Denton, Texas), by teacher preparation (attendance or non-attendance at workshops), by student ethnicity (black, Hispanic or white), and by the amount of time students spent on the program materials. Also, comparisons were made with control groups not in the program. The student factors measured included curiosity, questioning, reading, listening comprehension, logical thinking, creativity, attitudes toward experimentation, and understanding of interpersonal relations. In addition, the teachers were surveyed about their attitudes toward the program. Data are presented in 16 tables and samples of test items are appended. (BH)