Reconstructing Latino Identity: The Influence of Cognitive Development on the Ethnic Identity Process of Latino Students

2004 ◽  
Vol 45 (3) ◽  
pp. 333-347 ◽  
Author(s):  
Vasti Torres ◽  
Marcia B. Baxter Magolda
Keyword(s):  
Ethnic Identity ◽  
Cognitive Development ◽  
Latino Students ◽  
Latino Identity

scholarly journals Struggling to Preserve Home Language: The Experiences of Latino Students and Families in the Canadian School System

2021 ◽  
Author(s):  
Veronica Pacini-Ketchabaw ◽  
Judith K. Bernhard ◽  
Marlinda Freire
Keyword(s):  
Cultural Capital ◽  
School System ◽  
Latino Students ◽  
Participant Observation ◽  
Poor Performance ◽  
Latino Families ◽  
Home Language ◽  
Professional Advancement ◽  
Latino Identity ◽  
Institutional Processes

Latinos in Canada are receiving attention because of frequent poor performance in school. This phenomenon turns out to be connected to a number of basic problems that can only be understood through investigation of institutional processes with routine operations that may disadvantage certain minorities. This paper presents and discusses part of the data collected in a larger research project on Latino families and Canadian schools. Bilingual Latina researchers used participant observation and action research techniques to report on the home language practices of 45 Latino families and how the school’s routine processes influenced those practices. Findings include the following: (a) parents saw Spanish maintenance as a way to foster family unity, Latino identity, and professional advancement; (b) the strong assimilative pressures experienced by parents often resulted in their doubting the desirability of openly speaking Spanish at home; (c) because the children were losing their home language rapidly, the parents used a number of strategies; and (d) there are several things that parents would like to see happen that would enable them to maintain Spanish. Our findings indicate the necessity for schools to proactively recognize and build on the family’s cultural capital, including their home language.

scholarly journals Struggling to Preserve Home Language: The Experiences of Latino Students and Families in the Canadian School System

2021 ◽  
Author(s):  
Veronica Pacini-Ketchabaw ◽  
Judith K. Bernhard ◽  
Marlinda Freire
Keyword(s):  
Cultural Capital ◽  
School System ◽  
Latino Students ◽  
Participant Observation ◽  
Poor Performance ◽  
Latino Families ◽  
Home Language ◽  
Professional Advancement ◽  
Latino Identity ◽  
Institutional Processes

Latinos in Canada are receiving attention because of frequent poor performance in school. This phenomenon turns out to be connected to a number of basic problems that can only be understood through investigation of institutional processes with routine operations that may disadvantage certain minorities. This paper presents and discusses part of the data collected in a larger research project on Latino families and Canadian schools. Bilingual Latina researchers used participant observation and action research techniques to report on the home language practices of 45 Latino families and how the school’s routine processes influenced those practices. Findings include the following: (a) parents saw Spanish maintenance as a way to foster family unity, Latino identity, and professional advancement; (b) the strong assimilative pressures experienced by parents often resulted in their doubting the desirability of openly speaking Spanish at home; (c) because the children were losing their home language rapidly, the parents used a number of strategies; and (d) there are several things that parents would like to see happen that would enable them to maintain Spanish. Our findings indicate the necessity for schools to proactively recognize and build on the family’s cultural capital, including their home language.

Positive intergroup attitudes: The role of ethnic identity

2007 ◽  
Vol 31 (5) ◽  
pp. 478-490 ◽  
Author(s):  
Jean S. Phinney ◽  
Brian Jacoby ◽  
Charissa Silva
Keyword(s):  
Ethnic Identity ◽  
Ethnic Groups ◽  
Asian American ◽  
Latino Students ◽  
Developmental Theory ◽  
Intergroup Attitudes ◽  
Identity Statuses ◽  
Identity Diffusion ◽  
Positive Attitudes

Developmental theory suggests that a well-developed ethnic identity serves as a secure position which allows people to be more open and accepting to people from other ethnic groups. To examine this prediction, two studies were carried out. In Study 1, 713 college freshmen from four ethnic groups were surveyed regarding positive attitudes toward other groups and were assigned to ethnic identity statuses on the basis of scores on the Multigroup Ethnic Identity Measure (Phinney, 1992). The results showed that Asian American and Latino students with an achieved ethnic identity reported significantly more positive attitudes toward other groups than did those in ethnic identity diffusion. Study 2 used qualitative methods with 124 adolescents from five ethnic groups. Ethnic identity and intergroup attitudes were assessed with open-ended questions regarding views of one's own ethnicity and experiences with other ethnic groups. Results showed that ethnic identity achieved adolescents, compared to diffuse adolescents, gave responses indicating greater awareness and understanding of intergroup relations. Overall, the results provide evidence that a secure ethnic identity is associated with positive intergroup attitudes and mature intercultural thinking.

National narratives, institutional ideologies, and local talk: The discursive production of Spanish in a “new” US Latino community

2014 ◽  
Vol 43 (2) ◽  
pp. 209-240 ◽  
Author(s):  
Phillip M. Carter
Keyword(s):  
North Carolina ◽  
Latin America ◽  
Latino Students ◽  
English Speakers ◽  
National Narratives ◽  
Latino Identity ◽  
School Based ◽  
Latino Community ◽  
National Discourses ◽  
Identity Formations

AbstractThis study investigates the figuration of “Spanish” as a sociocultural discourse within the context of a middle school in North Carolina, where immigration from Latin America is new, yet quickly accelerating. The school-based discourse is analyzed in terms of everyday ways of talking among students, as well as institutional ideologies and practices, which mediate national discourses about US Latinos and reinforce tropes circulated by students. Everyday ways of talking among non-Latino students suggest that Latinos—both immigrants and US born—are Spanish monolinguals who “choose” to be segregated from the English speakers. The use of Spanish by Latinos is constructed by non-Latinos as secretive and dangerous, linking local tropes about Spanish to national discourses. Consistent informal pressure against Spanish at school links to broader pressures against Spanish in the community and beyond. The discourse problematizes Latino identity formations and limits the types of identities available to Latino students. (Discursive production, Spanish, US Latinos, Latino threat narrative)*

Use It and Still Lose It?

GeroPsych ◽  
2010 ◽  
Vol 23 (3) ◽  
pp. 169-175 ◽  
Author(s):  
Adrian Schwaninger ◽  
Diana Hardmeier ◽  
Judith Riegelnig ◽  
Mike Martin
Keyword(s):  
Object Recognition ◽  
Cognitive Development ◽  
Recognition Test ◽  
Cognitive Aging ◽  
Recognition Task ◽  
Airport Security ◽  
Visual Object ◽  
Long Term Effects ◽  
Object Recognition Test ◽  
X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

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