Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

Affirming Diversity: The Sociopolitical Context of Multicultural Education

missing); some questions have no results presented; most results are not subjected to statistical tests but are merely presented as frequencies of replies; and where statistical tests are reported, the details are often too sketchy to judge the validity of the procedure. Many of the studies seem to have been executed and analysed by the author’s students, which may account for some of the reporting and validity problems. Still, the patterns of results are intriguing and should prompt further, more controlled research into these issues. Also, where differences are exceptionally large, statistical tests are probably unnecessary to confirm the pattern that is discerned. Interpersonal communication scholars may therefore find the studies useful in revealing the social meanings ascribed to certain nonverbal behaviours and the mediating effects of perceived context and demographics on those interpretations. Practitioners should likewise discern many valuable conclusions about successful and unsuccessful interview behaviours.

Bilingualism and Special Education: Issues in Assessment and Pedagogy

OBJECTIVES: To estimate dementia prevalence in older Mexican Americans, determine the distribution of dementia by etiology, and evaluate the contribution of type 2 diabetes mellitus, stroke, and apolipoprotein E (ApoE) genotype to dementia.



DESIGN: Analysis of baseline data from an epidemiological cohort study.



SETTING: Sacramento Valley, California.



PARTICIPANTS: One thousand seven hundred eighty-nine Latinos aged 60 and older residing in targeted census tracts during 1998–99.



MEASUREMENTS: Each subject was interviewed and screened for dementia and cardiovascular risk factors and diseases. Fasting blood samples were drawn for glucose, insulin, and lipids. Buccal cells were obtained for genetic analysis of ApoE. A three-stage process of screening was used to diagnose dementia, including cognitive testing, a clinical examination, and imaging to determine etiology. Presence of dementia was established according to National Institute of Neurological Disorders and Stroke/Alzheimers and Related Disorders Association criteria and California Alzheimer's Disease Diagnostic and Treatment Criteria.



RESULTS: Overall dementia prevalence was 4.8%. Prevalence in those aged 85 and older was 31%. Education and Anglo cultural orientation was negatively associated with dementia risk. Risk of dementia was nearly eight times higher in those with both type 2 diabetes mellitus and stroke. Forty-three percent of dementia was attributable to type 2 diabetes mellitus, stroke, or a combination of the two. ApoE allele frequency was E2 5.9%, E3 90.1%, and E4 4%. Those with any E4 and 4–4 combinations had a higher risk for dementia than those with the E3–3 combination.



CONCLUSIONS: Dementia prevalence in this ethnic group is similar to that reported in Canadian and European studies but lower than in Caribbean-Hispanics residing in the United States. The etiological fraction of dementia attributable to type 2 diabetes mellitus and stroke is substantial and points toward the need for intervention research and treatment with the goal of reducing neurological sequelae in groups with high prevalence of type 2 diabetes mellitus. The allele frequency of ApoE was similar to that in other published studies on Mexican Americans. The low frequency of the E4 allele may contribute to the difference in etiology of dementia in older Mexican Americans and older people of European background. Dementia in this ethnic group may be related to preventable causes, with a smaller genetic component than in Europeans.

/pdf/prevalence-of-dementia-in-older-latinos-the-influence-of-4967jck67i.pdf

Prevalence of Dementia in Older Latinos: The Influence of Type 2 Diabetes Mellitus, Stroke and Genetic Factors

Bilingual Education: from Compensatory to Quality Schooling

International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confront the different ways of thinking and doing in the US. In order to overcome these challenges, students have adopted resources that mainly are derived from the university to overcome these challenges. Thus, as demonstrated in this study, having a better understanding of these students’ academic challenges, university faculty and staff can recognize students’ needs and effectively offer supportive campus resources and services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also suggests that some preparations need to be made by the university that will embrace international students upon their arrival.

/pdf/international-student-s-challenge-and-adjustment-to-college-2p9ze2142n.pdf

International Student's Challenge and Adjustment to College

The usefulness of the Mattis Dementia Rating Scale (MDRS) for Spanish dominant elderly adults has seen little empirical documentation, though there is considerable reason to hypothesize its value with this diverse and growing population. A Spanish adaptation of the MDRS (MDRS-SA) was developed for the present study in a manner to facilitate linguistic equivalence. Reliability for the MDRS-SA showed high split half internal consistency across all scales and Total Score. Two groups of elderly adults, one neurologically impaired and one not, both with low Mexican American acculturation level, Spanish dominance, and little formal education were participants. Results of a MANCOVA analysis, controlling for age, education, acculturation, and gender, showed the MDRS-SA to be effective at discriminating between groups across all scales (p < .001) and Total Score (p < .05). After determining significant differences between original norms and normative data on the present Spanish group, clinical utility of these statistical findings was investigated by generating specificity, sensitivity, and accuracy rates for the MDRS-SA Total Score, using Spanish normative data. Results of this preliminary study supported the MDRS-SA for use within the Mexican American, Spanish dominant elderly population, though additional larger validation studies are needed, particularly with well-documented clinical samples.

/pdf/statistical-and-clinical-evaluation-of-the-mattis-dementia-2whs2shogn.pdf

Statistical and Clinical Evaluation of the Mattis Dementia Rating Scale–Spanish Adaptation: An Initial Investigation

There is a large body of literature that suggests that the increase of cultural diversity in schools should be understood as a call for new teaching approaches that promote multicultural awareness among students and where educators and school leaders exhibit culturally responsive organizational practices, behaviors and attitudes (Assaf, Garza, & Battle, 2010; Madhlangobe & Gordon, 2012; Sleeter, 2001). This naturalistic inquiry explores data from three South Texas educators and leaders with regard to their perceptions of multicultural education. Four key themes are shared: 1. General perceptions and definition of Multicultural Education, 2. Implementation of Multicultural Education, 3. Multicultural Education as a need, and, 4. Benefits of Multicultural Education.

/pdf/south-texas-teachers-and-leaders-perceptions-of-a9ici4ocqj.pdf

South Texas Teachers' and Leaders' Perceptions of Multicultural Education.

Current language policies in the U.S. and Texas play a role in restricting the number of years students considered English Language Learners (ELL) are provided with native language support. This study examined the oral, reading and writing skills in Spanish and English of 44 ELLs in one inner-city school district. Based on the theory of transference and interdependence, it is hypothesized that students who acquire literacy development in their native language are able to transfer those skills when developing literacy in a second language (Cummins, 1979, 1984, 1991; Durgunoglu, 1998). Comprehensive Individual evaluation results were used to investigate the interdependence hypothesis, and to predict English literacy skills. Regression analysis results indicate the Spanish reading and writing skills were good predictors of English language development in these areas. Oral language skills in Spanish did not appear to be good predictors of oral language skills development in English. The ELL students in this sample did not appear to have developed sufficient skills in their native language to support a successful transfer into an English only curriculum.

https://jber-ojs-tamiu.tdl.org/jber/index.php/jber/article/view/7203/6446

Bilingual & Biliteracy Development: Language Policy & English Language Learners in Texas

This study adds to the research on the problem of disproportionality of Culturally and Linguistically Diverse (CLD) students in special education (SE) in four districts and 13 elementary campuses in south Texas. Data was disaggregated and analyzed at the state, district and campus level when possible utilizing the composition index (Donovan & Cross, 2002). Over-representation of CLD students is measured for the following subjective disability categories: Learning Disabled (LD), Emotionally Disturbed (ED), Mental Retardation (MR) and Speech Impaired (SI). The findings show that the problem of over-representation of CLD students in SE has not improved since the 1970s (Artiles & Ortiz, 2002; Artiles & Trent, 1994; Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982). Disaggregation of data reveals patterns of disproportionality that need to be addressed by our educational practices that perpetuate this problem.

/pdf/rates-of-representation-of-culturally-and-linguistically-s5uh3pnfic.pdf

Norma Guzman

Papers

International Student's Challenge and Adjustment to College

Statistical and Clinical Evaluation of the Mattis Dementia Rating Scale–Spanish Adaptation: An Initial Investigation

South Texas Teachers' and Leaders' Perceptions of Multicultural Education.

Bilingual & Biliteracy Development: Language Policy & English Language Learners in Texas

Rates of representation of culturally and linguistically diverse students in South Texas