Discrimination,Parent–Adolescent Conflict,and Peer Intimacy: Examining Risk and Resilience in Mexican-Origin Youths' Adjustment Trajectories

Peer discrimination and parent–adolescent conflict in early adolescence were examined as predictors of depressive symptoms and risky behaviors from early to late adolescence using four waves of data over an 8-year period from a sample of 246 Mexican-origin adolescents (M_{Time 1 age} = 12.55, SD = 0.58; 51% female). The buffering effect of friendship intimacy and moderating role of adolescent gender were tested. Higher levels of discrimination and conflict in early adolescence were associated with higher initial levels of depressive symptoms and risky behaviors in early adolescence and stability through late adolescence. For females who reported higher than average discrimination, friendship intimacy had a protective effect on their depressive symptoms.     

Activist trust: the diffusion of green expertise in a Brazilian landscape

MST (Movimento Sem Terra/Landless People's Movement) is the largest rural movement of Latin America. Since the late 1990s, it has taken part in the diffusion of expertise about biodiversity conservation. Using an ethnographic approach, this paper investigates sources and roles of trust within this process. How does trust work when experts and laypeople belong to the same movement? The paper uses and critically discusses the works of Brian Wynne and the Actor Network Theory. It describes the particular ways in which the building of trust takes place within the intimate networks of MST. As ecological expertise becomes a central element within MST's project of liberation, the sources of trust are both affective and effective. Interests, social recognition and identity are intertwined. In the conclusion, I propose the concept of activist trust.     

Stone consolidation: The role of treatment procedures

Four types of carbonate stones and three consolidation products were used in a systematic study to assess the influence of the application procedures on the amount of product applied, as a primary step to evaluate consolidation treatments. Microdrilling, ultrasonic velocity and flexural resistance were used as performance indicators. The amount of product of a specific treatment and its action depend on the application procedures, both when the treatments are carried out in the laboratory and on site. The results are expected to contribute to the standardisation of testing protocols on stone consolidation.     

Consolidation of carbonate stones: Influence of treatment procedures on the strengthening action of consolidants

This article demonstrates the importance of treatment application procedures on the consolidation effectiveness obtained by comparison of the results obtained using three different consolidants on four carbonate stone types, and proposes a general methodology for assessing the potential effectiveness of consolidants in laboratory conditions. It stresses the relevance of taking into account the treatment methodology, given the influence application protocols can have on the overall behaviour of the consolidated material. Several mechanical properties were assessed to demonstrate this influence on the performance of the consolidant. The results demonstrate that the strengthening action achieved with a specific product can only be defined in a strict relation to the treatment protocol used to produce it. The results also contribute towards the definition of standard testing protocols on stone consolidation. The application of a consolidant by direct contact capillary absorption is a reliable procedure and the results are easier to interpret than others obtained by brushing or by full immersion, thus making this procedure a good candidate for an eventual standard laboratory assessment method of the consolidation action of any specific stone/consolidant combination. This study also showed that the best test method to assess the strengthening action of stone consolidants in soft stones is DRMS (Drilling Resistance Measuring System). Moreover, the collection of longitudinal ultrasound velocity profiles determined in stones specimens treated by contact capillary absorption was shown to be a useful non-destructive method to assess the depth of the strengthening action achieved.     

Scale of attitudes of schoolchildren towards immigrant pupils

In the academic year 2004–2005, approximately 400,000 immigrant pupils were enrolled in Spanish schools and six-form colleges. The racial and ethnic diversity that Spanish society and schools present could be a source of new opportunities and social enrichment, for the national as well as the immigrant population. However, this contact between nationals and immigrants is not free of problems. School is one of the areas where attitudes towards different social groups begin to be formed, while at the same time being the main opportunity that our society has to create an environment of coexistence and attitudinal change. The first step to look at such a complex phenomenon in more detail is to have evaluation tools available that allow us to measure it. In this article we present the results referring to psychometric features, and we carry out a differential analysis of the Scale of attitudes of school-children towards immigrant pupils.     

Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project

The Multicultural Action Project (MAP) is a cultural immersion project that requires counseling students to engage with diverse cultural communities on 3 levels: observation, information seeking, and action. To ascertain if participating in MAP improved the multicultural competence of graduate counseling students, the authors conducted an evaluation in which narrative analysis was used to examine the experiences of 3 graduate counseling students who participated in MAP. Through their narratives, the participants reported increased knowledge, awareness, and skills. The importance of sustained contact and interpersonal relationships in improving student learning outcomes is discussed and recommendations are provided.     

Beyond the Black–White Test Score Gap: Latinos’ Early School Experiences and Literacy Outcomes

Data from the Early Childhood Longitudinal Survey–Birth Cohort are used to analyze the factors that lead to the reading readiness of children who participate in nonparental care the year prior to kindergarten (N = 4,550), with a specific focus on Latino children (N = 800). Stepwise multiple linear regression analysis demonstrates that reading scores are significantly influenced by the type of care provided the year prior to kindergarten, the caregiver’s education and beliefs about kindergarten readiness, as well as access to books and a computer in the home. Furthermore, mother’s level of education and marital status are important predictors of reading aptitude.     

Learning and living pedagogies of the home: The mestiza consciousness of Chicana students

This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commitment to communities, and spiritualities in relationship to her education. Using this concept, Delgado Bernal offer a unique way to understand and analyze Chicana's educational experiences. Her analysis of life history and focus-group interviews indicates that the communication, practices, and learning that occur in the home and community - pedagogies of the home - often serve as a cultural knowledge base that helps students survive and succeed within an educational system that often excludes and silences them.     

“The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context

The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a complex school ecology which affects the kinds of activities they engage in and the opportunities they have to support their students. In this context they demonstrate an unusual dedication to aiding students and their families in activities related to the transition to a new country. The paper concludes with recommendations for future research explicating further the school ecology of this group of teachers.