The Gendered Nature of Language Brokering among Latino American Children

2007 ◽  
Author(s):  
Kelly Turner ◽  
Christia Spears Brown
Keyword(s):  
Language Brokering ◽  
Latino American ◽  
American Children

Exploring Possible Sociocultural Bias on the SCAN-C

2004 ◽  
Vol 13 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Alicia G. Woods ◽  
Elizabeth D. Peña ◽  
Frederick N. Martin
Keyword(s):  
Socioeconomic Status ◽  
Repeated Measures ◽  
High Socioeconomic Status ◽  
Latino American ◽  
Anglo American ◽  
American Children ◽  
Composite Scores

Sociocultural bias on the SCAN-C (R. W. Keith, 2000) was investigated with 20 Anglo American and 20 Latino American 8-year-old children from low- and mid-high-socioeconomic status (SES) backgrounds. Univariate and repeated measures analyses of variance (ANOVAs) failed to reveal any significant differences between the groups when clustered by ethnicity and SES. The Latino American participants' scores were analyzed for dialectal variations, and the ANOVA analyses were repeated using the corrected scores. No significant interactions were observed. Classification analyses revealed that 10% more Latino American children than Anglo American children fell into the borderline-to-disordered category based on SCAN-C composite scores; these classification differences were most apparent on the Filtered Words subtest (with a difference of 25%). When scores with dialectal rescoring were considered, the classification distribution for the Latino American children more closely matched that of the Anglo American children. Given the increased likelihood of Latino American children scoring in the borderline-to-disordered category, caution should be used in interpreting SCAN-C results for Latino American children. Dialect scoring should be applied when Latino American children fall in the borderline-to-disordered category.

Exploring refugee children’s psychological needs through storytelling: A case study of two Latino American children.

2014 ◽  
Vol 2 (3) ◽  
pp. 172-186 ◽  
Author(s):  
Alicia Valenzuela-Pérez ◽  
Mélanie Couture ◽  
Melisa Arias-Valenzuela
Keyword(s):  
Psychological Needs ◽  
Latino American ◽  
American Children

scholarly journals Sociocultural and Socioeconomic Influences on Type 2 Diabetes Risk in Overweight/Obese African-American and Latino-American Children and Adolescents

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Rebecca E. Hasson ◽  
Tanja C. Adam ◽  
Jay Pearson ◽  
Jaimie N. Davis ◽  
Donna Spruijt-Metz ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
African American ◽  
Children And Adolescents ◽  
Insulin Response ◽  
Social Position ◽  
Diabetes Risk ◽  
Intravenous Glucose ◽  
Latino American ◽  
American Children

Purpose. It is unclear whether sociocultural and socioeconomic factors are directly linked to type 2 diabetes risk in overweight/obese ethnic minority children and adolescents. This study examines the relationships between sociocultural orientation, household social position, and type 2 diabetes risk in overweight/obese African-American (n=43) and Latino-American (n=113) children and adolescents.Methods. Sociocultural orientation was assessed using the Acculturation, Habits, and Interests Multicultural Scale for Adolescents (AHIMSA) questionnaire. Household social position was calculated using the Hollingshead Two-Factor Index of Social Position. Insulin sensitivity (SI), acute insulin response (AIRG) and disposition index (DI) were derived from a frequently sampled intravenous glucose tolerance test (FSIGT). The relationships between AHIMSA subscales (i.e., integration, assimilation, separation, and marginalization), household social position and FSIGT parameters were assessed using multiple linear regression.Results.For African-Americans, integration (integrating their family’s culture with those of mainstream white-American culture) was positively associated with AIRG(β=0.27±0.09,r=0.48,P<0.01) and DI (β=0.28±0.09,r=0.55,P<0.01). For Latino-Americans, household social position was inversely associated with AIRG(β=-0.010±0.004,r=-0.19,P=0.02) and DI (β=-20.44±7.50,r=-0.27,P<0.01).Conclusions.Sociocultural orientation and household social position play distinct and opposing roles in shaping type 2 diabetes risk in African-American and Latino-American children and adolescents.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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