Housing Stability and Transactional Sex among Spanish-Speaking and English-Speaking Transgender Women

2021 ◽  
Vol 2 (2) ◽  
pp. 135-141
Author(s):  
John A. Sauceda ◽  
Edda I. Santiago-Rodriguez ◽  
Gaspar Zaragoza ◽  
Catherine E. Rivas ◽  
Luz Venegas ◽  
...  
Keyword(s):  
Regression Model ◽  
San Francisco ◽  
Transgender Women ◽  
Spanish Speakers ◽  
Transactional Sex ◽  
English Speakers ◽  
Lower Probability ◽  
Housing Stability ◽  
Spanish Speaking ◽  
English Speaking

There is evidence for a relationship between housing instability and transactional sex among transgender women. However, less is known about this relationship among monolingual Spanish-speaking transgender women. We compared Spanish- and English-speaking transgender women for differences in ever reporting transactional sex, and if perceived housing stability moderated these differences. Using a cross-sectional design, we surveyed 186 Spanish- and English-speaking transgender women in Philadelphia, Pennsylvania, and the San Francisco Bay Area, California. All variables in this study were from a brief demographic questionnaire in a larger parent study. Using a multivariate regression model for moderation, we tested whether the odds for reporting transactional sex were different between English and Spanish speakers, and whether housing stability moderated these odds. Overall, Spanish and English speakers reporting similar percentages of transactional sex (52.3–53.8%) and similar scores on the housing stability measure. In the moderation regression model, Spanish speakers had 7.9 times the adjusted odds of transaction sex, versus English speakers, but housing stability moderated the probability of transactional sex in the form of a crossover interaction. That is, lesser housing stability was associated with a higher probability of reporting transactional sex among Spanish speakers, yet greater housing stability was also associated with lower probability of reporting transactional sex. Housing stability evidenced both a risk and protective role for Spanish-speaking transgender women, which highlight the importance of this basic health need.

scholarly journals Using Contextual Analyses to Examine the Meaning of Neuropsychological Variables Across Samples of English-Speaking and Spanish-Speaking Older Adults

2011 ◽  
Vol 18 (2) ◽  
pp. 223-233 ◽  
Author(s):  
Karen L. Siedlecki ◽  
Tatjana Rundek ◽  
Mitchell S.V. Elkind ◽  
Ralph L. Sacco ◽  
Yaakov Stern ◽  
...  
Keyword(s):  
Spanish Speakers ◽  
Contextual Analysis ◽  
English Speakers ◽  
Unique Contribution ◽  
Psychomotor Speed ◽  
Latent Constructs ◽  
Spanish Speaking ◽  
Visual Spatial ◽  
English Speaking ◽  
Neuropsychological Variables

AbstractThe meanings of several target neuropsychological variables, including measures of executive functioning, were examined using contextual analysis across a sample of English-speakers and a sample of Spanish-speakers. Results of the contextual analysis, which examined the contributions of the latent constructs of memory, psychomotor speed, visual spatial ability, and knowledge and comprehension, to the target neuropsychological variables indicate that each of the target variables likely reflects the unique contribution of several reference abilities. These findings provide evidence that the neuropsychological variables are multi-dimensional. The patterns of relations were similar across the samples of English and Spanish speakers. (JINS, 2012, 18, 223–233)

Why Do Hispanics Have So Little Employer-Sponsored Health Insurance?

2007 ◽  
Vol 44 (3) ◽  
pp. 257-279 ◽  
Author(s):  
James D. Reschovsky ◽  
Jack Hadley ◽  
Len Nichols
Keyword(s):  
Human Capital ◽  
Health Insurance ◽  
Insurance Coverage ◽  
Household Survey ◽  
Health Insurance Coverage ◽  
Spanish Speakers ◽  
National Data ◽  
Spanish Speaking ◽  
English Speaking ◽  
Employer Health Insurance

This paper investigates low rates of employer health insurance coverage among Hispanics using national data from the Community Tracking Study Household Survey. Interview language served as a proxy for the degree of assimilation. Findings indicate that English-speaking Hispanics are more similar to whites in their labor market experiences and coverage than they are to Spanish-speaking Hispanics. Spanish-speakers' very low human capital (including their inability to speak English) results in much less access to job-based insurance. Though less important, Spanish-speaking Hispanics' demand for employer-sponsored insurance appears lower than that of English-speaking Hispanics or whites. Results suggest that language and job training may be the most effective way to bolster Hispanics' insurance coverage.

Motion-Verb Generalizations in English and Spanish: Influences of Language and Syntax

1998 ◽  
Vol 9 (5) ◽  
pp. 363-369 ◽  
Author(s):  
Letitia R. Naigles ◽  
Paula Terrazas
Keyword(s):  
Language Acquisition ◽  
Spanish Speakers ◽  
Linguistic Relativity ◽  
English Speakers ◽  
Motion Verbs ◽  
The Novel ◽  
Motion Events ◽  
Spanish Speaking ◽  
Motion Verb

English and Spanish speakers differ in the ways they talk about motion events, but how have these different modes of expression become instantiated as differing generalizations—as syntactic rules, lexical patterns, or both? In two studies, we asked English- and Spanish-speaking adults to interpret novel motion verbs presented in three types of sentence frames. Overall, English speakers expected novel verbs to encode the manner of motion, whereas Spanish speakers expected the verbs to encode the path of motion. The sentence frames also significantly affected how the speakers interpreted the novel verbs. We conclude that speakers of different languages represent their different generalizations about the composition of motion verbs both lexically and syntactically, and discuss how these generalizations might be important for issues of language acquisition and linguistic relativity.

scholarly journals Normative Data for Selected Subtests of the WAIS-R in a Spanish-Speaking Adult Population Living in the U.S. – Mexico Border Region

2019 ◽  
Vol 34 (7) ◽  
pp. 1274-1274
Author(s):  
T Scott ◽  
A Morlett Paredes ◽  
M Taylor ◽  
A Umlauf ◽  
L Artiola i Fortuny ◽  
...  
Keyword(s):  
Normative Data ◽  
Community Dwelling ◽  
Spanish Speakers ◽  
Border Region ◽  
Adult Intelligence Scale ◽  
Spanish Speaking ◽  
The Us ◽  
Mexico Border ◽  
English Speaking ◽  
Us Mexico Border

Abstract Objective Adaptations of the Wechsler Adult Intelligence Scale, Revised (WAIS-R) and accompanying norms exist for a limited number of Spanish-speaking populations, but none are available for US-dwelling Spanish speakers of Mexican origin, who make up the largest proportion of Latinas/os in the US. As part of a larger test adaptation and norming effort for Spanish-speakers from the US-Mexico border region, we generated and investigated demographically adjusted interpretive norms for selected WAIS-R subtests. Participants and Method Participants included 183 community-dwelling, primarily Spanish-speaking individuals, aged 20 to 55 (education range: 0-20 years; 58% female), who were residing in the US-Mexico border region. Participants completed the WAIS-R Spanish version (Block Design, Arithmetic, and Vocabulary subtests) as part of a larger neuropsychological battery. Demographically adjusted T-scores were calculated for these subtests using fractional polynomial equations, which controlled for age, education, and sex. We examined rates of neurocognitive impairment (T < 40) in our sample derived from the present demographically adjusted Spanish speaking norms and from the existing WAIS-R demographically adjusted norms for English-speaking Non-Latina/o White and Black adults. Results Based on the normalized distribution of T-scores, the newly developed regional Spanish-speaker norms yielded subtest rates of impaired performance between 13-16% (i.e., within the expected -1 SD). By comparison, the proportion of impaired subtest performances was between 4-6% when applying the existing English-speaking norms to our sample. Conclusions Regional normative data will improve interpretation of test performance on selected WAIS-R subtests for Spanish-speakers living in the US and will facilitate a more valid analysis of neuropsychological profile patterns in this population. Cross-validation with Spanish-speakers in other regions and/or with other national origins is needed.

scholarly journals Gradual development of L2 phrase structure

1996 ◽  
Vol 12 (1) ◽  
pp. 7-39 ◽  
Author(s):  
Anne Vainikka ◽  
Martha Young-Scholten
Keyword(s):  
Phrase Structure ◽  
Spanish Speakers ◽  
Target Language ◽  
English Speakers ◽  
Initial State ◽  
Final Value ◽  
Spanish Speaking ◽  
Formal Instruction ◽  
Gradual Development ◽  
Verb Raising

We begin by reviewing data from Korean, Turkish, Italian and Spanish-speaking adults acquiring German without formal instruction. Our findings have shown that these learners transfer their L1 VPs: the Korean and Turkish speakers transfer a head-final VP and the Italian and Spanish speakers first transfer a head-initial VP and then switch its headedness to the correct, head-final value for German. Although functional projections in Korean and Turkish are head-final and in Italian and Spanish head-initial, all four groups of learners subsequently posit head-initial functional projections in German (which are not always target-like). We conclude that only lexical projections constitute the L2 learner's initial state; the development of functional projections is driven solely by the interaction of X'-Theory with the target-language input. We then discuss some studies on the acquisition of French by English speakers and of English by speakers of various L1s which purport to bring evidence to bear against our approach. Upon closer examination, the evidence turns out to offer further support for the position that the sole projections which the learner transfers from the L1 are lexical ones. Finally, we account for potentially problematic verb-raising data from French learners of English. Rather than taking the stance that French raising to Agr is transferred, we propose that L2 learners' identification of free morphemes as salient triggers leads to a misanalysis of verb raising in English. We also apply this idea to a reanalysis of the morpheme-order studies of the 1970s.

Consumer Approach to Acculturation and Complementary/Alternative Medication: Differences between English Speakers, English Speakers of Color, and Spanish Speakers of Color

2021 ◽  
pp. 073998632199614
Author(s):  
Roberto Cancio
Keyword(s):  
Alternative Medicine ◽  
Conventional Care ◽  
Spanish Speakers ◽  
Complementary Alternative Medicine ◽  
English Speakers ◽  
Racial Groups ◽  
Social Mechanisms ◽  
Spanish Speaking ◽  
The Social ◽  
Cam Use

The current study implements a qualitative explanatory framework of consumer acculturation to explore the perceptions of Complementary Alternative Medicine (CAM) among recently medicated persons from three different ethnic and racial groups: whites, Latino minority (English-speakers), and Latino minority (Spanish-speakers) to understand the social mechanisms that contribute to differences in perceptions of and experiences with CAM use. Findings suggest that there is a continuum of receptivity to CAM use based on levels of acculturation. Latinos speaking primarily English mirrored patterns of CAM use among non-Hispanic whites which showed that CAM is complementary rather than a substitute for conventional care. For Spanish-speaking Latinos, CAM was more about expressions of a culture rooted in ethnicity and acculturation. For Spanish-speaking Latinos, CAM is about identity and part of a culture-making process.

scholarly journals A-29 Incidence of Invalid ImPACT Baseline Test Results on Initial and Follow-up Assessments among English-Speaking, Spanish-Speaking, and Bilingual Test-takers

2020 ◽  
Vol 35 (5) ◽  
pp. 625-625
Author(s):  
S Ott ◽  
L Gonzalez ◽  
V Ikonomou ◽  
P Schatz
Keyword(s):  
Language Proficiency ◽  
Spanish Speakers ◽  
Initial Assessment ◽  
Test Results ◽  
Chi Square ◽  
Spanish Speaking ◽  
Baseline Test ◽  
English Speaking ◽  
Chi Square Analysis

Abstract Objective To identify the rate of ImPACT baseline test results falling below cut-offs for invalidity indicators among English-speaking, Spanish-speaking, and bilingual-speaking, individuals, upon initial assessment and on a follow-up baseline. Method Participants were a large sample of test-takers who completed annual ImPACT baseline assessments in Greater Houston, TX, as a requirement for participation in club- or school-sponsored athletics. Participants were 12–18 years old (mean 15.3, SD = 1.5), predominantly male (69%), and assigned to independent groups on the basis of primary/secondary language: English (N = 9332), English/Spanish (N = 1380), or Spanish (N = 4720). A sub-sample of each group (English N = 815, English/Spanish N = 173, Spanish N = 63) completed 2 baseline assessments (mean 1.2 years between tests, SD = 0.55 years). Results Chi-square analysis revealed a significantly greater likelihood [X2(2) = 28.05; p < .001] of obtaining an invalid baseline for individuals with Spanish as a First (6.3%) or Second (6.9%) Language as compared to individuals speaking only English (4.8%), with an overall rate of 5.6% across all three groups. Upon re-assessment, 5.7% of English, 19% of English-Spanish, and 0% of Spanish-speakers obtained a second “invalid” assessment. The Three Letters (Total Correct < 8) and Design Memory (Learning Percentage < 50) indicators were the most common contributing indicators, across all three groups. Conclusions Primary language appears to be a contributing factor in scoring below cut-offs for invalidity indicators, especially for bilingual English-Spanish speakers. The continued rate of invalidity for the English-Spanish speakers on follow baseline assessments also warrants further review. Given the retrospective nature of this study, potential influences of acculturation and language proficiency were not available and therefore, could not be assessed.

Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children

2011 ◽  
Vol 32 (3) ◽  
pp. 601-618 ◽  
Author(s):  
GLORIA RAMIREZ ◽  
XI CHEN ◽  
ESTHER GEVA ◽  
YANG LUO
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
First Language ◽  
Morphological Awareness ◽  
English Speakers ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
English Speaking

ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.

Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?

2010 ◽  
Vol 14 (2) ◽  
pp. 203-220 ◽  
Author(s):  
ELENA KURINSKI ◽  
MARIA D. SERA
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Native English Speakers ◽  
Cognitive Change ◽  
Grammatical Gender ◽  
The Body ◽  
Spanish Speakers ◽  
English Speakers ◽  
English Speaking

Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers' attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants' grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, the effect of Spanish grammatical gender was more limited in Spanish learners than in native Spanish speakers; it was not observed for all kinds of objects nor did it increase with learners' proficiency, suggesting that adults learning Spanish reach a plateau beyond which changes in categorization do not occur.

scholarly journals Spanish adaptation of the Ambivalent Classism Inventory (ACI)

2021 ◽  
Vol 53 ◽  
Author(s):  
Mario Sainz ◽  
◽  
Roberto M. Lobato ◽  
Gloria Jiménez-Moya ◽  
◽  
...  
Keyword(s):  
Factor Structure ◽  
Spanish Speakers ◽  
English Speakers ◽  
Poor People ◽  
Negative Consequences ◽  
Divergent Validity ◽  
Spanish Speaking ◽  
The Poor ◽  
Convergent And Divergent Validity ◽  
Spanish Speaking Population

Introduction: Hostile and benevolent classism influence the derogation of poor people and groups, with negative consequences. The present study aims to adapt and validate the Ambivalent Classism Inventory (ACI) to obtain an adequate tool for expanding research on this topic among the Spanish-speaking population. Method: Toward this end, the researchers back-translated the ACI version originally developed for English speakers. Exploratory and confirmatory analyses verify the ACI’s reliability and factor structure with a sample of Mexican participants. Results: The results demonstrated that the adapted scale’s psychometric properties are acceptable. Its original and factor structure are similar to those of the original scale:hostile classism (12 items), protective paternalism (4 items), and complementary class differentiation (4 items). Furthermore, the study tests the convergent and divergent validity of the scale´s sub-dimensions concerning other ideological and socioeconomic variables. Conclusion:The proposed ACI adaptation should contribute to understanding attitudes toward the poor as well as their consequences among Spanish speakers.

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