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Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security’s Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing Critical Race Theory (CRT) and Critical Race Feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semi-structured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants’ multidimensional identities. Findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name, and point to underlying factors. Finally, implications are offered for students, faculty members, and administrators to build authentically inclusive and equitable learning communities more effectively.

This paper draws upon the theory of embodied cognition to provide a robust account of how gestural interactions with and around multi-touch tabletops can play an important role in facilitating collaborative meaning-making, particularly in the context of science data visualizations. Embodied cognition is a theory of learning that implies that thinking and perception are shaped by interactions with the physical environment. Previous research has used embodied cognition as a theoretical framework to inform the design of large touchscreen learning applications such as for multi-touch tabletops. However, this prior work has primarily assumed that learning is occurring during any motion or interaction, without considering how specific interactions may be linked to particular instances of collaborative learning supported by embodiment. We investigate this question in the context of collaborative learning from data visualizations of global phenomena such as ocean temperatures. We followed a user-centered, iterative design approach to build a tabletop prototype that facilitated collaborative meaning-making and used this prototype as a testbed in a laboratory study with 11 family groups. We qualitatively analyzed learner groups’ co-occurring utterances and gestures to identify the nature of gestural interactions groups used when their utterances signaled the occurrence of embodiment during collaborative meaning-making. Our findings present an analysis of both touchscreen and above-the-surface gestural interactions that were associated with instances of embodied cognition. We identified four types of gestural interactions that promote scientific discussion and collaborative meaning-making through embodied cognition: (T1) gestures for orienting the group; (T2) cooperative gestures for facilitating group meaning-making; (T3) individual intentional gestures for facilitating group meaning-making; and (T4) gestures for articulating conceptual understanding to the group. Our work illustrates interaction design opportunities for affording embodied cognition and will inform the design of future interactive tabletop experiences in the domain of science learning.

The contribution of gender identity, neighborhood characteristics, contextual norms, and socio-political factors to the biopsychosocial health of non-heteronormative persons in low- and middle-inco...

Conceptualizing and understanding global, physical systems like Earth’s ocean is challenging. Data visualizations on touch-based technology allow learners to explore systems and facilitate embodied experiences, promoting deeper understanding. We investigated how direct manipulation of data visualizations on a touchscreen table affords meaningful learning of science concepts and practices. Using a conceptual framework informed by embodied cognition and sociocultural theory, we analyzed the use of an application displaying global ocean temperature visualizations. Eleven adult-child groups of two to four participants used a think-aloud procedure during four tasks in a lab setting. We recorded, transcribed, and qualitatively coded resulting utterances, looking for evidence of concepts and practices, group meaning-making, and language that could point to embodied cognition. Participants discussed science content and engaged in scientific practices such as describing patterns and refining ideas. Participants used ontological, orientational, and metonymic conceptual metaphors. We discuss implications and provide suggestions for data visualizations on touch platforms.

We sought to explore how Latina adolescent immigrants experience immigration across adolescence as they seek to know and express their authentic selves through dress and appearance. Our work was informed by theories of acculturation, identity, and authenticity. Participants included 12 immigrant women who identified as Latina and who immigrated before age 16. Open-ended interviews focused on participants’ memories of their immigration experiences during adolescence. Data were analyzed using constant comparison processes. Findings revealed that, for participants, the typical challenges of adolescence were complicated by immigration that included constructing an authentic identity at the intersection of two cultures. Immigration produced a disjointed dance towards authenticity with many uneven steps, sharp turns, and the occasional reversal. Dress was a key means for the expression of the authentic self; a self that communicated to the culture of settlement who they were and how their culture of origin was part of their authentic self.

This paper presents selected findings from an ethnographic case study of at a public junior high school. Analysis of White teachers’ discourse implicated a perspective of Mexican–American children that we describe as a manana complex, a perceived association between Mexican–Americans and the term “manana” (Spanish: “tomorrow”). We outline how this manana complex among White teachers is indicative of historical racial tropes of Mexicans in the United States while also reflecting current anti-Mexican discourse emboldened and made more fervent by the current US presidential administration. Ultimately, the manana complex is an example of both racial disgust toward Mexican–American children (Matias and Zembylas in Crit Stud Educ 55(3):319–337, 2014) and presumptions of White innocence and neutrality (Orozco in Crit Stud Educ 1–17, 2017. http://doi.org/10.1080/17508487.2017.1285335 ) among White teachers. Such narratives have profound implications for the education of Mexican and non-White children in US schools that are herein discussed.

In this chapter, the authors outline the ongoing dialogues, thought processes, and pedagogical moves they make as two seasoned colleagues of color attempting to enhance the cultural competence of students through a critical multicultural education course offered at a public university-based teacher education program. They document how we address many enduring moral, ethical, and epistemological questions through their practice that are unique to educators of color working at predominantly white institutions (PWIs). They frame the work within the literature on diversity and social justice pedagogy and link their own work to the broader well-documented challenges faced by many educators of color at PWIs. They tackle the thorny concept of cultural competence, offering their professional understanding of an admittedly contested topic. They draw on spirituality to ground the “heart and soul work” they undertake that enhances their own critical consciousness as it is continually nurtured in dialogic relation to their students.

The work explored how adolescent Latina immigrants to the US navigate their culture of origin and their culture of settlement through the lens of Tulloch's (2010) concept of "style-fashion-dress". Participants included 12 immigrant women, ages 20-23 (mean age=21.25 years), who identified as Latina and immigrated to the US before age 15. Data collection focused on participants' memories of their immigration experiences during adolescence. This retrospective approach captured change over time in the acculturation process. Analyses revealed that, as they sought to negotiate diverse cultures and forge a sense of "who they were becoming" through the acculturation process, participants confronted varied dilemmas of identity, frequently underpinned by an overarching goal of "knowing" or "locating" the authentic self and expressing that self through style-fashion-dress. Two key identity dilemmas were observed: (a) Identity Confusion" Who Am I? and (b) Straddling Two Cultures: Feeling Caught and Conflicted.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) In repairable systems, a fundamental aspect to be considered is predict the reliability of the systems being studied. However, the standard methods used to analyze reparable system data ignore the cumulative effect of stopping time to the repair and the heterogeneity of systems. Thus, this work explores a general class of frailty models in repairable systems that uses a term that allows to verify the effect of the accumulation of the occurrence of repairs and a term of frailty, characterized by the use of a random effect, that is, an unobservable random variable that represents information that could not or was not observed. The inferential method to estimate the parameters will be shown to models in repairable systems under minimal repair. For the proposed methodology, it will be considered simulation studies and applications to a sugarcane harvesters data set and a dump truck data set. Em sistemas reparáveis, um aspecto fundamental a ser considerado é prever a confiabilidade dos sistemas em estudo. No entanto, os métodos padrões utilizados para analisar dados de sistemas reparáveis ignoram o efeito de acumulação de ocorrências dos tempos de parada para o reparo e a heterogeneidade dos sistemas. Assim, neste trabalho será explorada uma classe geral de modelos de fragilidade em sistemas reparáveis, a qual utiliza um termo que permite verificar o efeito da acumulação da ocorrência de reparos e um termo de fragilidade, caracterizado pelo uso de um efeito aleatório, ou seja, uma variável aleatória não-observável que representa a informação que não pôde ou não foi observada. O método inferencial clássico e Bayesiano para estimar os parâmetros será mostrado para modelos em sistemas reparáveis sob a suposição de reparo mínimo. Para a metodologia proposta, serão considerados estudos de simulação e aplicações a um conjunto de dados de colheitadeiras de cana-de-açúcar e a um conjunto de dados de caminhões basculantes. CAPES: Código do Financiamento 001

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservi...

In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledge...

This study provides an account of seven Latina teachers’ select educational, professional, and personal experiences over the past 10 years as they completed a grow-your-own-teacher program, became ...

Este trabalho investigou o contexto psicossocial familiar e as estratégias de enfrentamento de crianças vítimas de violência sexual atendidas em uma unidade de saúde pública na cidade de Cuiabá-MT. Participaram 13 crianças (10 meninas), com idade média de 7 anos, com suspeita de abuso e seus responsáveis. Avaliou-se as estratégias de enfrentamento (coping) das crianças e o contexto psicossocial familiar. Nas estratégias de enfrentamento, observou-se maior uso do coping positivo (0,88), principalmente na estratégia de suporte social (0,92) e regulação emocional (1,0). No risco psicossocial familiar verificou-se presença de perfil “Alvo” (n=8). Embora as crianças utilizem mais estratégias de coping positivo, as famílias necessitam de suporte social e intervenção voltada para qualidade de vida, de modo a garantir os direitos dessa população.

Reconocidos autores señalan que la universidad constituye el principio motor de la historia y, por su importancia, tiene como tarea central la ilustración de la sociedad, enseñar la plena cultura en cualquier época, según el sistema de ideas de cada momento histórico. Esta labor que le ha asignado la sociedad a la universidad reviste una especial complejidad. Hoy no basta que la educación superior sea más pertinente, debe también ser de mayor calidad. Pertinencia y calidad deben marchar de la mano. La calidad es la preocupación dominante en el actual debate y, posiblemente, lo seguirá siendo en el futuro. En este artículo se analizan los factores que influyen en la calidad de la docencia que se imparte en la universidad desde una perspectiva sistémica: una dinámica de sistemas, subsistemas y nodos que intervienen en los procesos de enseñanza aprendizaje.

Clinical suspicion is necessary to prevent possible complications and mortality from paraduodenal hernias, a rare cause of small bowel obstruction.

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.

Using a case study design, this investigation examined the effective teaching characteristics of nontraditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students. Data collected reflected high percentages of effective teaching characteristics in multiple domains with specific indicators reflective of consistent teaching over time. A discussion of these findings considered aspects within the distance-delivery model that facilitated the CLD participants' development of effective teaching and noted (1) consistent leadership, (2) explicit teacher instruction within CLD school settings, and (3) the strong cohesive nature of the CLD participants' cohort as positively affecting the CLD participants' teaching effectiveness.

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a predominantly White university that seeks to both increase Latino/a students' initial access to higher education and provide institutional support to facilitate a high rate of graduation. The researchers consider key elements of the BESITOS program model as they relate to and support the sociocultural, linguistic, academic, and cognitive dimensions of the CLD student biography. For each dimension, the program model is first placed in the context of existing literature on CLD student education. The key elements and strategies of the program model used to successfully meet recruitment and retention goals are then discussed.

This article examines the psychological and sociological impacts of the proposed Development, Relief, and Education for Alien Minors (DREAM) Act and in-state tuition legislation on DREAM-eligible students in the Midwestern United States. The researchers sought to capture the lived experiences of undocumented immigrant students through their rich interpretations of current immigration policy and how participants described their situation, their identity, and their dreams in relation to the volatility of their external environment.

Em análise de sobrevivência estuda-se o tempo até a ocorrência de um determinado evento de interesse e na literatura, a abordagem mais usual é a paramétrica, em que os dados seguem uma distribuição de probabilidade. Diversas distribuições conhecidas são utilizadas para acomodar dados de tempos de falha, porém, grande parte destas distribuições não é capaz de acomodar funções de risco não monótonas. Kumaraswamy (1980) propôs uma nova distribuição de probabilidade e, baseada nela, mais recentemente Cordeiro e de Castro (2011) propuseram uma nova família de distribuições generalizadas, a Kumaraswamy generalizada (Kum-G). Esta distribuição além de ser flexível, contém distribuições com funções de risco unimodal e em forma de banheira. O objetivo deste trabalho é apresentar a família de distribuições Kum-Ge seus casos particulares para analisar dados de tempo de vida dos indivíduos em risco, considerando que uma parcela da população nunca apresentará o evento de interesse, além de considerarmos que covariáveis influenciem na função de sobrevivência e na proporção de curados da população. Algumas propriedades destes modelos serão abordadas, bem como métodos adequa- dos de estimação, tanto na abordagem clássica quanto na bayesiana. Por fim, são apresentadas aplicações de tais modelos a conjuntos de dados existentes na literatura. In survival analysis is studied the time until the occurrence of a particular event of interest and in the literature, the most common approach is parametric, that the data follow a probability distribution. Various known distributions are used to accommodate failure times data, however, most of these distributions is not able to accommodate non monotonous hazard functions. Kumaraswamy (1980) proposed a new probability distribution and, based on it, most recently Cordeiro e de Castro (2011) proposed a new family of generalized distributions, Kumaraswamy generalized (Kum-G). This distribution besides being flexible, has distributions with unimodal and tub form of hazard functions. The objective of this paper is to present the family of Kum-G distributions and their particular cases to analyze lifetime data of individuals at risk, considering that part of the population never present the event of interest, and considering that covariates influencing in the survival function and the cured proportion of the population. Some properties of these models will be discussed as well as appropriate estimation methods, in the classical and Bayesian approaches. Finally, applications of such models are presented to data sets existingin the literature.

Universidade Federal de Minas Gerais In survival analysis is studied the time until the occurrence of a particular event of interest and in the literature, the most common approach is parametric, where the data follow a specific probability distribution. Various known distributions maybe used to accommodate failure time data, however, most of these distributions are not able to accommodate non-monotonous hazard functions. Kumaraswamy (1980) proposed a new probability distribution and, based on that, recently Cordeiro and de Castro (2011) proposed a new family of generalized distributions, the so-called Kumaraswamy generalized (Kum-G). In addition to its flexibility, this distribution may also be considered for unimodal and tub shaped hazard functions. The objective of this dissertation is to present the family of Kum-G distributions and their particular cases to analyze lifetime data of individuals at risk, considering that part of the population will never present the event of interest, and considering that covariates may influence the survival function and the cured proportion of the population. Some properties of these models will be discussed as well as appropriate estimation methods, in the classical and Bayesian approaches. Finally, applications of such models are presented to literature data sets. Em análise de sobrevivência estuda-se o tempo até a ocorrência de um determinado evento de interesse e na literatura, uma abordagem muito utilizada é a paramétrica, em que os dados seguem uma distribuição de probabilidade. Diversas distribuições conhecidas são utilizadas para acomodar dados de tempos de falha, porém, grande parte destas distribuições não é capaz de acomodar funções de risco não monótonas. Kumaraswamy (1980) propôs uma nova distribuição de probabilidade e, baseada nela, mais recentemente Cordeiro e de Castro (2011) propuseram uma nova família de distribuições generalizadas, a Kumaraswamy generalizada (Kum-G). Esta distribuição, além de ser flexível, contém distribuições com funções de risco unimodal e em forma de banheira. O objetivo deste trabalho é apresentar a família de distribuições Kum-G e seus casos particulares para analisar dados de tempo de vida de indivíduos em risco, considerando que uma parcela da população nunca apresentarão evento de interesse, além de considerarmos que covariáveis influenciem na função de sobrevivência e na proporção de curados da população. Algumas propriedades destes modelos serão abordadas, bem como métodos adequados de estimação, tanto na abordagem clássica quanto na bayesiana. Por fim, são apresentadas aplicações de tais modelos a conjuntos de dados existentes na literatura.

The D-48, a nonverbal test of general intelligence, is widely used in Europe and other areas of the world, but virtually unknown in the United States. In this study, the D-48 and the School and College Ability Tests (SCAT) were administered to a sample of 250 community college students who were continuing their studies at a large state university. Of the 250 students, 145 were Mexican American and 105 were Anglo. The results indicate no significant mean differences due to ethnicity, gender, or the interaction of the two. Both internal consistency and test-retest reliability were adequate. A step-wise regression analysis indicated an R2 of .36 with grade point average (GPA), with the D-48 entering as a second variable behind the SCAT Total. Finally, scores on the D-48 correlated modestly but significantly with GPA and with SCAT scores, indicating that the D-48 may be a useful adjunct to assess the capabilities of Mexican American students.

This qualitative multiple case study focused on eleven non-traditional, bilingual, Latinas within a teacher education program. The study explored various factors that influenced participants’ desire to pursue and ability to persist as pre-service teachers. The overarching theme identified among participant discourse was personal agency inspired by hardship. Findings indicated that, as a result of their cultural and experiential understandings, participants enacted culturally responsive teaching with their Latino/a students. Furthermore, participants demonstrated a strong sense of personal agency to improve the educational outcomes of culturally and linguistically diverse students and a desire to advocate specifically on behalf of English learner Latino/a students.

This article describes a collaborative, distance-delivered, teacher preparation program for rural, culturally and linguistically diverse (CLD) teacher candidates. Multiple institutions partnered with one university in order to diversify the teaching force in the region and meet the needs of CLD students living there. In describing the program’s design and implementation phases, a focus on cultural responsiveness to the candidates’ needs, their rural settings, and high populations of Latino/a students in the rural areas in which they were trained is presented. Assessment of each implementation phase guided program practice for the participants’ training as effective teachers. Relevant discussion indicates that even with responses to the pre-service teachers’ academic, social, and financial needs, issues of communication and barriers imposed by distances emerged. Additionally, while collaborative bonds among the partner institutions facilitated the candidates’ training as effective teachers, the building of multi-institutional partnerships concurrently with the implementation phases caused participants and implementers stress.