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The purpose of this paper is to describe and discuss the limitations of strategies that mothers of undocumented Latino children use in an emerging community to address the health needs of their children.

In-depth interviews with low-income immigrant mothers of undocumented Latino children (n=10) and social service providers (n=6). Interviews were transcribed, coded using Atlas-ti and analyzed to identify common perspectives on the strategies used to secure healthcare for uninsured undocumented children.

Mothers of undocumented Latino children struggle to secure healthcare for their children. Based on the principles of familismo and personalismo, they rely on social support networks such as friends, relatives and fellow churchgoers to secure information about available healthcare options. Despite the willingness of social and health service providers to help them access healthcare, options are limited and depend on the actions of individuals rather than organized solutions. Securing care for undocumented children using families, friends and sympathetic individual providers as the source of information and advice leads to fragile unsustainable solutions.

This paper adds to the small yet growing literature of Latinos in emerging communities.

Emerging Latino communities are usually unprepared to welcome Latinos and address its various needs. Undocumented children are a particularly vulnerable group and any sustainable strategy to address their needs would require structural changes in existing health services to ensure that undocumented children’s lives are not affected by poor health.

Healthcare access problems for immigrant children are presented from the perspective of parents and offers a nuanced description of health systems unpreparedness to provide care for vulnerable groups whose immigrant status is poorly understood.

The COVID-19 pandemic disproportionately impacted Latinos across the United States though data on emerging immigrant communities is lacking. The purpose of this study is to better understand how Latino immigrants were impacted by the COVID-19 pandemic, allowing a community health clinic in Charlotte, North Carolina to quickly respond to their needs.

A mixed method, rapid appraisal using community-based participatory research approaches conducted in February to April 2021 by a team of bilingual researchers. Project consisted of a Spanish, electronic survey distributed through community leaders and in-person interviews conducted in Spanish at COVID-19 vaccine clinics. SPSS Version 26 was used for quantitative analysis. Ordinal and binary logistic regression tests were performed to assess the associations among several outcome and four predictor variables: documentation status, status of health insurance, level of trust in the vaccine and place of birth. Qualitative analysis used rapid appraisal and grounded theory approaches.

Latino immigrants experienced job and income loss, resulting in difficulty paying for food, housing and health care. Participants experienced emotional and financial stress and isolation from family. Undocumented immigrants were more likely to experience detrimental impacts than documented immigrants. Most wanted the vaccine but felt barriers like trust and insurance may prevent them.

Findings from this study are locally relevant to Latino immigrants living in the Charlotte area of North Carolina and findings may not be generalizable to other Latinos. Participants were recruited through faith networks and those who are not connected may not be represented. In addition, interview participants were sampled during vaccination clinics and likely had positive views of the vaccine.

As a direct result of this project, community health clinic (CHC) held vaccination clinics to instill more confidence in the vaccination process. Spanish-speaking staff were available to assist with paperwork and answer questions onsite. The importance of familismo in decision-making and the reported presence of misinformation about the vaccine prompted CHC to continue providing accurate information about the vaccine in Spanish, and to strategize marketing materials to reflect a family-centric approach to better appeal to Latinos. Findings were used to obtain funding for expansion of clinical and behavioral health services in the community through mobile units, increasing accessibility for Latino immigrants.

To the best of the authors’ knowledge, this was the first study to examine the effects of the pandemic on a growing and disproportionately underrepresented group in an emerging immigrant state. Findings informed culturally competent COVID-19 vaccine clinics, marketing strategies and the expansion of medical and behavioral health services for a local community clinic.

Latino youth represent more than one quarter of the overall public school population in the United States. For decades, Latinos have been found to perform significantly lower than their peers in standardized academic and some social and emotional measures. A unique subpopulation of this ethnic group, Latino Youth of Immigration (LYOI), has historically been underrepresented in the research literature, specifically, attempting to identify effective interventions that align with their unique social, emotional, and academic needs. In this chapter, we describe the unique sociocultural risk and protective factors for this population. In addition, we provide a brief synthesis of the extant literature on the sociocultural factors that researchers and practitioners need to address in partnership with the LYOI community when developing and implementing preventative programs. We emphasize the unique impact culturally responsive social and emotional learning (SEL) can have in this population. In addition, we provide models and examples on how school-based interventions can be implemented in a transformative manner for this vulnerable population, highlighting implications for researchers and practitioners to better collaborate with the LYOI community.

The purpose of this paper is to describe the perception and psychosocial impact of caregiving for Latino family caregivers of patients with Alzheimer's disease and related dementias and compare them to non-Hispanic (NH) white caregivers.

The paper opted for a survey design using the Screen for Caregiver Burden, Perceived Stress Scale, Short Form 36 Health Survey, Symptom Questionnaire, Center for Epidemiologic Depression, Sense of Coherence, Coping Resources Inventory, and the Personal Resource Questionnaire (PRQ-85). A total of 202 participants with 53 Latino caregivers (majority were Mexican-Americans) and 149 NH white caregivers also completed an in-depth qualitative interview describing their experience as caregivers.

Latino caregivers, as compared to NH white caregivers, have higher subjective and objective caregiver burden and lower general health, social function, and physical function. They also reported higher levels of bodily pain and somatic symptoms. Caregivers experience a great deal of stress that can adversely affect their emotional and physical well-being. Latino cultural values influence the meaning ascribed to caregiving and how caregivers attempt to balance a perceived duty to family.

The sample was a convenience sample of caregivers responding to an invitation to participate. The Latino sample included primarily caregivers of Mexican-American descent and represented Latinos living in the South West section of the USA. Future research needs to include Latinos of diverse nationalities.

The paper points out crucial differences between NH white and Latino caregivers. Understanding how Latino cultural values influence how Latinos perform and feel about caregiving duties may facilitate support for caregivers.

This paper fulfills an identified need to study Latino caregiving. Two bilingual and bicultural researchers were part of the research team facilitating the collection and analysis of qualitative data.

Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom.

This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017).

Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches.

The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.

In Western Culture, feminist campaigns have acted as a catalyst behind major societal changes regarding women's rights. Throughout history, feminism has encompassed a range of social and political movements aiming to establish and define equality of the sexes in societies where the male point of view is prioritised, and injustices occur towards women, solely because of their gender. This inequality in turn reinforces harmful gender stereotypes, roles and dynamics. Although this advocacy primarily focuses on women's rights, many feminists argue for the inclusion of men's liberation as men are also harmed by the perpetuation of traditional gender roles within themselves, which holds the power to harm women if these roles are broken.

Feminist efforts fight to change such marginalising constraints. However, this fight is far from over – especially in Ciudad Juàrez, a Mexican border city experiencing a femicidal crisis where women are being murdered solely because they are women. This is likely due to toxic machismo and marianismo reinforcing the women's lack of rights to body autonomy and free thought. This chapter analyses and examines the many potential contributing factors to these heinous acts such as drug trafficking, organised crime, the emergence of the maquila industry and sociocultural factors like gender roles, and how these factors result in women being othered and viewed as deviant to their society which is so deeply rooted in traditional Catholicism and the gender roles that often apply to those who practice within the area. This notion of deviance ostracises and demonises women who are simply trying to get by, labelling them as monsters in their own society solely for breaking traditional gender roles.

How do families-in-business deal with intergenerational female succession in their company’s corporate governance structures, i.e., the board of directors? How is female boardroom capital built up? This chapter explores the boardroom immersion processes and mentorship programs followed by 44 Mexican and Spanish next-gen women owners of 2nd, 3rd, and 4th generation, privately-owned, national and international firms, who were appointed for the first time to their family business’ board of directors between 2005 and 2020.

Our outcomes show that intergenerational female corporate governance succession is driven more by particular families-in-business matters, like the inheritance of ownership rights, than by corporate governance codes or soft legislation. We discovered that next-generation women owners are more likely to be appointed for the first time to their family business boardroom when they’re between ages of 38 and 47. Ninety percent (90%) of them will be appointed at or before 57. Our findings also reveal that 4th generation female owners are immersed in the boardroom at a younger age.

When analyzing the immersion processes, we noticed too that due to limited business socialization during their upbringing, some of these well-­educated, professionally qualified females had to cope with holding legal ownership (potestas) in the family firm but missing business decision-making legitimacy (auctoritas) in the governance structure. Based on our results, we developed a families-in-business female boardroom capital development framework to help them achieve both: potestas and auctoritas, as well as to facilitate next-generation women owners’ boardroom incorporation in family enterprises.

Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Sáenz & Ponjuan, 2011). This chapter addresses factors that commonly hinder the educational opportunities of Latino males, and it pinpoints those supportive factors that help advance their educational progress. Recommendations are provided to assist in increasing the identification of gifted Latino males and their participation in gifted education. Educational practice and policy recommendations are also offered.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

This paper seeks to provide a guide to significant primary and secondary resources relevant to the study of Latino health in the USA. It builds on prior scholarship to reflect the most valuable resources published from 1997 to 2007.

Many materials were identified through bibliographies, online catalogs, and the worldwide web. Citation analysis, supported by book reviews published in professional and academic journals, was used to determine impact. All resources were annotated by the author after personal examination.

The paper introduces each resource, describing its content and relevance to the study of Latino health.

Latinos are among the fastest growing minorities in the USA. Although several guides address multicultural health care, few focus solely on the specific needs and issues of Latino health. Moreover, existing resource guides, both on multicultural health care and on Latinos, are at least 12 years old. This guide highlights the most recent developments about this topic.