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For the first part of the analysis, the author examined bilingual education and DLPs policies, access, and practices impacting Latina/o communities by utilizing a case study methodology framework to present the phenomenon of DLPs in a state that by law only supports English only education. The author discussed the case study research design to answer the research questions: (1) Which public k-12 schools are implementing Dual Language Programs (DLPs) in the state of AZ? (2) What are the DLPs’ characteristics? (3) Where are the schools located? (4) What are the stakeholder participants’ perceptions of DLPs and the context in which these DLPs navigate? The author also describe the context of the study, the participants, data, and the data collection process, as well as the analytical techniques she used to make sense of the data and draw findings.
The findings suggest that bilingual education programs in the form of DLPs are being implemented in the state of Arizona despite the English only law of Proposition 203, English for the Children. The growing demand for DLPs is increasing the implementation of such programs, however, language minority students that are classified as ELL are excluded from being part of such programs. Moreover, the findings of the study suggest that although bilingual education is being implemented in Arizona through DLPs, language minority education policy is being negatively influenced by Interest Convergence tenets and Racist Nativist ideology in which the interest of the dominant culture are further advanced to the detriment of minority groups’ interest.
This project aimed to identify barriers to participation and develop strategies to increase the accessibility of a diabetes prevention program in the Latino community. Surveys were administered to past participants of a randomized control trial at a community event where study results were shared. The top concerns expressed by respondents were related to the use of personal information. Primary barriers to participation included work/school commitments and transportation issues. Strategies to increase accessibility included providing flexible class times, having bilingual research staff, and using multiple forms of community outreach such as flyers, health events, phone calls, texts, and social media. Expanding community partners was also identified as a primary strategy for increasing program reach. Researchers should focus on addressing confidentiality concerns, providing financial compensation for attendance, flexible scheduling, and utilizing diverse outreach methods to enhance access to diabetes prevention programs in the Latino community
The health disparities between rural and urban communities in the United States are not uniquely American. This rural-urban divide in health outcomes is present across the world and, closer to home, across North America. In addition to reviewing the current literature surrounding barriers to health and healthcare access in the United States, we will also use southern neighbor Mexico’s history and their pursuit of rural equity (universally and in health/healthcare access) to contrast initiatives that the U.S. has attempted, with the intent of exploring new theories of rural healthcare provision. By combining the history of social medicine in Mexico with literature on barriers to healthcare access, I hope to highlight areas of innovation and improvement in the American health care delivery system.
The purpose of this paper is to review the current literature regarding health disparities among rural Americans, possible causes of such disparities and current strategies to improve health, healthcare access and healthcare quality in rural America in order to recommend the most effective, practical solutions to improve rural mortality, morbidity and quality of life.