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Marco Antonio Romero द्वारा प्रदान की गई सामग्री. एपिसोड, ग्राफिक्स और पॉडकास्ट विवरण सहित सभी पॉडकास्ट सामग्री Marco Antonio Romero या उनके पॉडकास्ट प्लेटफ़ॉर्म पार्टनर द्वारा सीधे अपलोड और प्रदान की जाती है। यदि आपको लगता है कि कोई आपकी अनुमति के बिना आपके कॉपीराइट किए गए कार्य का उपयोग कर रहा है, तो आप यहां बताई गई प्रक्रिया का पालन कर सकते हैं https://hi.player.fm/legal
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Episode 4: Breaking Down Barriers: Addressing Educational Disparities Among Mexican American Teens: Addressing Specificity

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Manage episode 425039748 series 3581574
Marco Antonio Romero द्वारा प्रदान की गई सामग्री. एपिसोड, ग्राफिक्स और पॉडकास्ट विवरण सहित सभी पॉडकास्ट सामग्री Marco Antonio Romero या उनके पॉडकास्ट प्लेटफ़ॉर्म पार्टनर द्वारा सीधे अपलोड और प्रदान की जाती है। यदि आपको लगता है कि कोई आपकी अनुमति के बिना आपके कॉपीराइट किए गए कार्य का उपयोग कर रहा है, तो आप यहां बताई गई प्रक्रिया का पालन कर सकते हैं https://hi.player.fm/legal

Welcome to the Homeboy Podcast! Join Dr. Homeboy, Marco Antonio Romero, as he delves into the critical issue of educational disparities among Mexican American teenagers and their correlation to gang involvement.

In this episode, Dr. Homeboy provides a detailed analysis of how these disparities ignite a cycle of adverse outcomes, including substance abuse, violence, and incarceration. He emphasizes the importance of specificity in research to understand and address the unique challenges faced by this population.

Dr. Homeboy shares his journey as a Mexican American who navigated these same challenges, offering hope and alternative paths for the youth. He also highlights the role of intersectionality and the need for targeted, culturally competent interventions and research.

Take advantage of this insightful episode that aims to educate and inspire change. Remember to like, comment, and subscribe to stay updated and contribute to the conversation.

Annotated Outline

Episode Introduction

  1. The episode begins with an engaging music interlude and sound effects that capture the listener’s attention and set the ambiance for the podcast.
  2. Greet and introduce the podcast's title and host's name.

Talking Point 1

  1. Call to action: Audience engagement.
  2. Provide disclosure.

Talking Point 2

  1. Introduce the title of the episode and what will be covered.

Talking Point 3

  1. Introduce and provide research articles to sustain the significance of specificity.

Talking Point 4

  1. Introduce and provide research articles to discuss current research trends addressing specificity.

Talking Point 5

  1. Introduce and provide the significant challenges found in the literature to address specificity.

Talking Point 6

  1. Introduce and provide an overview of the literature.

Talking Point 7

  1. Introduce and provide the research of seminal studies to address specificity.

Talking Point 8

  1. Introduce and provide research on similar works that address specificity.

Talking Point 9

  1. Introduce and provide research on the gaps (gap analysis) in the literature regarding addressing specificity.

Talking Point 10

  1. Recap of the episode and key takeaways.
  2. Call to action.

Talking Point 11

  1. Final words.
  2. Exit the episode with an engaging music interlude and sound effects that capture the listener’s attention and exit the podcast, leaving them wanting to tune in next time.

References

Allen, V. C., Jr, Lachance, C., Rios-Ellis, B., & Kaphingst, K. A. (2011). Issues in the assessment of "race" among Latinos: Implications for research and policy. Hispanic journal of behavioral sciences, 33(4), 411–424. https://doi.org/10.1177/0739986311422880

Brantingham, P. J., Tita, G. E., & Mohler, G. (2021). Gang-related crime in Los Angeles remained stable following COVID-19 social distancing orders. Criminology & public policy, 20(3), 423–436. https://doi.org/10.1111/1745-9133.12541

Cherpitel, C. J., Karriker-Jaffe, K. J., Li, L., & Zemore, S. E. (2020). Neighborhood context and drug use among Mexican Americans on and off the U.S.-Mexico Border. Journal of studies on alcohol and drugs, 81(6), 770–779. https://doi.org/10.15288/jsad.2020.81.770

Coaston, J. (2019). The intersectionality wars. Vox.

Cruz, C. A. (2016). Letting go of clecha, while holding corazón; Developing a new approach to empowering youth in gangs the homeboy industries way (Order No. 28478184). Available from ProQuest Dissertations & Theses Global. (2512268550). https://ezproxy.simmons.edu/login?url=https://www.proquest.com/dissertations-theses/letting-go-clecha-while-holding-corazón/docview/2512268550/se-2

Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta bio-medica: Atenei Parmensis, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397

Donato, K. M., & Lopez, N. (2024). Protective resources, legal status, and the integration of U.S. immigrants entering as unaccompanied children. American Behavioral Scientist. https://doi.org/10.1177/00027642241229959

Grigsby, T. J., Forster, M., Soto, D. W., Baezconde-Garbanati, L., & Unger, J. B. (2014). Problematic substance use among Hispanic adolescents and young adults: implications for prevention efforts. Substance use & misuse, 49(8), 1025–1038. https://doi.org/10.3109/10826084.2013.852585

Hayes, R. (2023, March 29). Number of homicides in L.A. falls, but remains higher than pre-pandemic, LAPD report shows. ABC7 Los Angeles. https://abc7.com/los-angeles-homicides-lapd-report-crime-statistics/13037242/

Joseph, J. J. (2023). Unpacking unexplored psychological factors in alcohol and substance use in gang members. Crime & Delinquency. https://doi.org/10.1177/00111287231207378

Kelly, C., Kasperavicius, D., Duncan, D. (2021). ‘Doing’ or ‘using’ intersectionality? Opportunities and challenges in incorporating intersectionality into knowledge translation theory and practice. Int J Equity Health 20, 187 (2021). https://doi.org/10.1186/s12939-021-01509-z

Kim, A. H., & White, M. J. (2010). Panethnicity, ethnic diversity, and residential segregation. AJS; American journal of sociology, 115(5), 1558–1596. https://doi.org/10.1086/651375

Kirmizielmaoazlu, H. (2023, February 28). Impact of “melting pot” on defining American identity. The Journal of International Social Research. https://www.sosyalarastirmalar.com/articles/impact-of-melting-pot-on-defining-american-identity-97901.html

Lochner, L., & Moretti, E. (2004, March). The effect of education on crime: Evidence from prison inmates, arrests, and self-reports. The American Economic Review, 94(1), 155–189.

Martínez, D. E., & Gonzalez, K. E. (2021). “Latino” or “Hispanic”? The sociodemographic correlates of panethnic label preferences among U.S. Latinos/Hispanics. Sociological Perspectives, 64(3), 365-386.https://doi.org/10.1177/0731121420950371

Moreno, O., Tirado, C., Avila, M., Bravo, A. J., Garcia-Rodriguez, I., Romo, S., Rodriguez, J., Matos, C., Hernandez, C., Ramos, M. S., Fuentes, L., Muñoz, G., Gutierrez, D., & Corona, R. (2024). Results from a pilot efficacy trial of a motivational interviewing substance use intervention for Latinx/e youth. Journal of Counseling & Development, 1–12. https://doi.org/10.1002/jcad.12505

NGC. (n.d.). National youth gang survey analysis: Demographics. National Gang Center. https://nationalgangcenter.ojp.gov/survey-analysis/demographics

Schut R. A. (2021). "New white ethnics" or "new Latinos"?: Hispanic/Latino pan-ethnicity and ancestry reporting among South American Immigrants to the United States. The International migration review, 55(4), 1061–1088. https://doi.org/10.1177/0197918321993100

Smedley, B.D., Stith, A.Y., Colburn, L. (2001). Inequality in teaching and schooling: How opportunity is rationed to students of color in America. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK223640/

U.S. C.B. (n.d.) Quick facts: United States. U.S. Census Bureau. https://www.census.gov/quickfacts/fact/table/US/PST045221

Veselak, K. M. (2015). The relationship between educational attainment and the type of crime committed by incarcerated offenders. Journal of Correctional Education (1974), 66(2), 30–56. http://www.jstor.org/stable/26507656

Romero, M.A. (2024). Capstone Proposal [Unpublished manuscript]. Simmons University.

Romero, M.A. (2024). Comprehensive Exam [Unpublished manuscript]. Simmons University.

  continue reading

6 एपिसोडस

Artwork
iconसाझा करें
 
Manage episode 425039748 series 3581574
Marco Antonio Romero द्वारा प्रदान की गई सामग्री. एपिसोड, ग्राफिक्स और पॉडकास्ट विवरण सहित सभी पॉडकास्ट सामग्री Marco Antonio Romero या उनके पॉडकास्ट प्लेटफ़ॉर्म पार्टनर द्वारा सीधे अपलोड और प्रदान की जाती है। यदि आपको लगता है कि कोई आपकी अनुमति के बिना आपके कॉपीराइट किए गए कार्य का उपयोग कर रहा है, तो आप यहां बताई गई प्रक्रिया का पालन कर सकते हैं https://hi.player.fm/legal

Welcome to the Homeboy Podcast! Join Dr. Homeboy, Marco Antonio Romero, as he delves into the critical issue of educational disparities among Mexican American teenagers and their correlation to gang involvement.

In this episode, Dr. Homeboy provides a detailed analysis of how these disparities ignite a cycle of adverse outcomes, including substance abuse, violence, and incarceration. He emphasizes the importance of specificity in research to understand and address the unique challenges faced by this population.

Dr. Homeboy shares his journey as a Mexican American who navigated these same challenges, offering hope and alternative paths for the youth. He also highlights the role of intersectionality and the need for targeted, culturally competent interventions and research.

Take advantage of this insightful episode that aims to educate and inspire change. Remember to like, comment, and subscribe to stay updated and contribute to the conversation.

Annotated Outline

Episode Introduction

  1. The episode begins with an engaging music interlude and sound effects that capture the listener’s attention and set the ambiance for the podcast.
  2. Greet and introduce the podcast's title and host's name.

Talking Point 1

  1. Call to action: Audience engagement.
  2. Provide disclosure.

Talking Point 2

  1. Introduce the title of the episode and what will be covered.

Talking Point 3

  1. Introduce and provide research articles to sustain the significance of specificity.

Talking Point 4

  1. Introduce and provide research articles to discuss current research trends addressing specificity.

Talking Point 5

  1. Introduce and provide the significant challenges found in the literature to address specificity.

Talking Point 6

  1. Introduce and provide an overview of the literature.

Talking Point 7

  1. Introduce and provide the research of seminal studies to address specificity.

Talking Point 8

  1. Introduce and provide research on similar works that address specificity.

Talking Point 9

  1. Introduce and provide research on the gaps (gap analysis) in the literature regarding addressing specificity.

Talking Point 10

  1. Recap of the episode and key takeaways.
  2. Call to action.

Talking Point 11

  1. Final words.
  2. Exit the episode with an engaging music interlude and sound effects that capture the listener’s attention and exit the podcast, leaving them wanting to tune in next time.

References

Allen, V. C., Jr, Lachance, C., Rios-Ellis, B., & Kaphingst, K. A. (2011). Issues in the assessment of "race" among Latinos: Implications for research and policy. Hispanic journal of behavioral sciences, 33(4), 411–424. https://doi.org/10.1177/0739986311422880

Brantingham, P. J., Tita, G. E., & Mohler, G. (2021). Gang-related crime in Los Angeles remained stable following COVID-19 social distancing orders. Criminology & public policy, 20(3), 423–436. https://doi.org/10.1111/1745-9133.12541

Cherpitel, C. J., Karriker-Jaffe, K. J., Li, L., & Zemore, S. E. (2020). Neighborhood context and drug use among Mexican Americans on and off the U.S.-Mexico Border. Journal of studies on alcohol and drugs, 81(6), 770–779. https://doi.org/10.15288/jsad.2020.81.770

Coaston, J. (2019). The intersectionality wars. Vox.

Cruz, C. A. (2016). Letting go of clecha, while holding corazón; Developing a new approach to empowering youth in gangs the homeboy industries way (Order No. 28478184). Available from ProQuest Dissertations & Theses Global. (2512268550). https://ezproxy.simmons.edu/login?url=https://www.proquest.com/dissertations-theses/letting-go-clecha-while-holding-corazón/docview/2512268550/se-2

Cucinotta, D., & Vanelli, M. (2020). WHO declares COVID-19 a pandemic. Acta bio-medica: Atenei Parmensis, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397

Donato, K. M., & Lopez, N. (2024). Protective resources, legal status, and the integration of U.S. immigrants entering as unaccompanied children. American Behavioral Scientist. https://doi.org/10.1177/00027642241229959

Grigsby, T. J., Forster, M., Soto, D. W., Baezconde-Garbanati, L., & Unger, J. B. (2014). Problematic substance use among Hispanic adolescents and young adults: implications for prevention efforts. Substance use & misuse, 49(8), 1025–1038. https://doi.org/10.3109/10826084.2013.852585

Hayes, R. (2023, March 29). Number of homicides in L.A. falls, but remains higher than pre-pandemic, LAPD report shows. ABC7 Los Angeles. https://abc7.com/los-angeles-homicides-lapd-report-crime-statistics/13037242/

Joseph, J. J. (2023). Unpacking unexplored psychological factors in alcohol and substance use in gang members. Crime & Delinquency. https://doi.org/10.1177/00111287231207378

Kelly, C., Kasperavicius, D., Duncan, D. (2021). ‘Doing’ or ‘using’ intersectionality? Opportunities and challenges in incorporating intersectionality into knowledge translation theory and practice. Int J Equity Health 20, 187 (2021). https://doi.org/10.1186/s12939-021-01509-z

Kim, A. H., & White, M. J. (2010). Panethnicity, ethnic diversity, and residential segregation. AJS; American journal of sociology, 115(5), 1558–1596. https://doi.org/10.1086/651375

Kirmizielmaoazlu, H. (2023, February 28). Impact of “melting pot” on defining American identity. The Journal of International Social Research. https://www.sosyalarastirmalar.com/articles/impact-of-melting-pot-on-defining-american-identity-97901.html

Lochner, L., & Moretti, E. (2004, March). The effect of education on crime: Evidence from prison inmates, arrests, and self-reports. The American Economic Review, 94(1), 155–189.

Martínez, D. E., & Gonzalez, K. E. (2021). “Latino” or “Hispanic”? The sociodemographic correlates of panethnic label preferences among U.S. Latinos/Hispanics. Sociological Perspectives, 64(3), 365-386.https://doi.org/10.1177/0731121420950371

Moreno, O., Tirado, C., Avila, M., Bravo, A. J., Garcia-Rodriguez, I., Romo, S., Rodriguez, J., Matos, C., Hernandez, C., Ramos, M. S., Fuentes, L., Muñoz, G., Gutierrez, D., & Corona, R. (2024). Results from a pilot efficacy trial of a motivational interviewing substance use intervention for Latinx/e youth. Journal of Counseling & Development, 1–12. https://doi.org/10.1002/jcad.12505

NGC. (n.d.). National youth gang survey analysis: Demographics. National Gang Center. https://nationalgangcenter.ojp.gov/survey-analysis/demographics

Schut R. A. (2021). "New white ethnics" or "new Latinos"?: Hispanic/Latino pan-ethnicity and ancestry reporting among South American Immigrants to the United States. The International migration review, 55(4), 1061–1088. https://doi.org/10.1177/0197918321993100

Smedley, B.D., Stith, A.Y., Colburn, L. (2001). Inequality in teaching and schooling: How opportunity is rationed to students of color in America. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK223640/

U.S. C.B. (n.d.) Quick facts: United States. U.S. Census Bureau. https://www.census.gov/quickfacts/fact/table/US/PST045221

Veselak, K. M. (2015). The relationship between educational attainment and the type of crime committed by incarcerated offenders. Journal of Correctional Education (1974), 66(2), 30–56. http://www.jstor.org/stable/26507656

Romero, M.A. (2024). Capstone Proposal [Unpublished manuscript]. Simmons University.

Romero, M.A. (2024). Comprehensive Exam [Unpublished manuscript]. Simmons University.

  continue reading

6 एपिसोडस

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