Latino Culture: Kulturelle Produktion und Identität in den Borderlands

2017 ◽  
pp. 81-89
Author(s):  
Karsten Fitz
Keyword(s):  
Latino Culture

Culture as a Pathway to Maximizing the Stress-Buffering Role of Social Support

2018 ◽  
Vol 40 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Belinda Campos ◽  
Ilona S. Yim ◽  
David Busse
Keyword(s):  
Social Support ◽  
Perceived Social Support ◽  
Process Analysis ◽  
Mediation Effect ◽  
Latino Culture ◽  
Future Health ◽  
Cortisol Reactivity ◽  
Stress Buffering ◽  
Conditional Process Analysis

We theorized that sociocultural contexts characterized by a form of interdependence that emphasizes mutual obligations, emotional positivity, and readily accessible social support from family may maximize the benefits of social support. This form of interdependence characterizes Latino culture and is captured by the cultural value familism. Eighty-six Latino and non-Latino participants completed measures of familism and perceived social support before taking part in a standardized laboratory stress task that elicits cortisol reactivity. Cortisol reactivity is an indicator of bodily response to stress that is linked to vulnerability to the adverse effects that stress can have on future health. As predicted, results revealed a moderated mediation pattern. Conditional process analysis showed that familism was indirectly linked to cortisol reactivity through perceived social support, and this mediation effect was moderated by sociocultural context; stress buffering effects were only observed in the Latino sample. These novel findings highlight the role of culture and, specifically, familism in Latinos, for maximizing the benefits that social support can have for stress physiology implicated in long-term health outcomes.

The Space Between Worlds

2015 ◽  
pp. 155-172
Author(s):  
Jacqueline Kelly-McHale ◽  
Carlos R. Abril
Keyword(s):  
Music Education ◽  
Latino Students ◽  
Pedagogical Practices ◽  
Educational Systems ◽  
Latino Culture ◽  
Home Culture ◽  
Music Classroom ◽  
The Us ◽  
Underserved Groups ◽  
Beliefs And Attitudes

Latinos represent one of the fastest growing segments of the school-aged population in the US, yet they continue to be underserved within educational systems that operate with minimal regard for students’ home cultures and the unique needs of underserved groups. In music education, problems of access, language, and cultural responsiveness impact Latino students. Inequities in the classroom might stem from the space found and tensions between the world of music education and student home culture. This chapter will explore how pedagogical practices in music education often misalign with Latino culture, and how teacher beliefs and attitudes impact Latino children. This examination can help to interrogate curriculum and instruction for the purpose of considering how they can align more closely with Latino students’ lives, both within and outside the music classroom.

scholarly journals Yaqui Delgado Wants to Kick Your Ass by M. Medina

2015 ◽  
Vol 4 (4) ◽  
Author(s):  
Rachel Wild
Keyword(s):  
High School ◽  
Young Adult ◽  
School Library ◽  
The Novel ◽  
Latino Culture ◽  
Adult Readers ◽  
Self Image ◽  
The Everyday ◽  
The Face ◽  
High School Library

Medina, Meg. Yaqui Delgado Wants to Kick Your Ass. Massachusetts: Candlewick Press, 2014. Print.Piddy Sanchez has only been at Daniel Jones High School for five weeks when a classmate tells her “Yaqui Delgado wants to kick your ass”. Unknowingly and inexplicably, Piddy becomes the target of the fierce Yaqui Delgado and her gang.A winner of the 2014 Pura Belpré Author Award, Meg Medina creates an unflinching portrayal of Piddy as she struggles to maintain her identity and dignity in the face of extreme bullying. Medina’s depiction of Piddy is honest and readers will readily identify with the everyday adolescent problems she deals with; self-image, school, family and relationships. Medina addresses the topic of bullying in a manner that is realistic and does not provide easy solutions for Piddy or the reader.A  2014 Top Ten Quick Picks for Reluctant Young Adult Readers, this book is a well-paced read, divided into short chapters making it highly accessible to a variety of readers. The book is rich in dialogue and Medina does an excellent job of creating fully-developed characters who struggle with all-too-human flaws and foibles.Some students may struggle with specific references to Latino culture, but the themes and topics in the novel are universal issues that the majority of adolescents will connect with.  Because it addresses difficult topics such as bullying and adolescent sexuality this book may not appeal to all readers and should be considered a mature read.This book should be considered an excellent addition to any high school library or classroom, particularly for students or educators who are searching for a book that depicts the issue of bullying in a manner that is honest and realistic.Highly recommended: 4 out of 4 starsReviewer: Rachel WildRachel Wild is an English teacher at Parkland Composite High School in Edson, Alberta. She is currently enrolled the Teacher Librarianship Masters degree program through distance education. Reading and reviewing a plethora of young adult novels has renewed her interest in and passion for this genre.

From Nationalist Movements to Transnational Solidarities: Comparative and Pan-Latina/o Literary Studies

2019 ◽  
Author(s):  
Marta Caminero-Santangelo
Keyword(s):  
United States ◽  
Latin American ◽  
The United States ◽  
National Origin ◽  
Literary Production ◽  
Latino Culture ◽  
Urban Centers ◽  
Recent Emergence ◽  
Origin Group ◽  
1960S And 1970S

While literature by Latin American origin groups within the United States (e.g., Mexican, Puerto Rican, Cuban, Dominican) has been treated as a single literary corpus—“Latina/o Literature” or “Hispanic Literature”—since the last decades of the 20th century, in practice, the commonalities among such texts were more comparative than panethnic in nature until significantly more recently. That is, while literature by different national-origin groups revealed some strong similarities in theme and form, the writing itself reflected the specific concerns, background, and history of the specific national-origin group, rather than giving evidence of intra-Latino group interaction or a developing sense of a shared intra-Latino culture. This essay traces the commonalities among these bodies of literary production, including in the “pre-Latino” period, the 19th to mid-20th centuries, before there was even a commonly understood concept of “US Latino literature,” as well as during the Chicano and Nuyorican Movements of the 1960s and 1970s. It then turns to a discussion of developing representations of inter-group interactions and tensions, including in the more recent emergence of “Central American American” literary production. Particularly in the increasingly cosmopolitan urban centers of the United States, an evolving sense of intra-Latino solidarity and panethnic Latino “community” has come into view in the literature produced by Latinx writers of the later 20th and 21st centuries.

scholarly journals Cognitive-Behavioral Group Therapy for Latino Youth With Type 1 Diabetes and Depression

2016 ◽  
Vol 16 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Eduardo Cumba-Avilés
Keyword(s):  
Type 1 Diabetes ◽  
Group Intervention ◽  
Adolescent Depression ◽  
Behavioral Therapy ◽  
Latino Youth ◽  
Cognitive Behavioral ◽  
Latino Culture ◽  
Cognitive Behavioral Group Therapy ◽  
Cultural Adaption

This group case study describes the course of a 14-session Cognitive-Behavioral Therapy (CBT) for Latino adolescents with type 1 diabetes mellitus (T1DM) and depressive symptoms. The intervention, known as CBT-DM, is an adaptation of an efficacious group intervention for adolescent depression. The treatment rationale and cultural adaption model are described, as well as procedures used to achieve sensitivity to the characteristics of the T1DM culture as experienced by Latino youth from Puerto Rico. Session-by-session protocol is reviewed, and treatment gains on the group as a whole and on its individual members are presented, providing quantitative and qualitative data. Treatment feasibility, clients’ acceptance and satisfaction with treatment, and follow-up data up to 6 months post-treatment are also examined, considering cognitive, behavioral, emotional, relational, medical, and functional outcomes. Complicating factors, barriers to care, and treatment implications are discussed in the context of treating clients with comorbid chronic physical illness and emotional problems also embedded in a Latino culture. Translation of evidence-based treatments for depression into primary care settings and adapting protocols to youth populations with other medical illnesses is proposed. Recommendations for clinicians are provided, emphasizing the establishment of collaborative relationships with clients, assessing their stage in the process of accepting their chronic illness, as well as understanding their overall context to avoid unnecessary attributions of pathology to their thoughts, behaviors, and feelings.

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