A large theoretical and empirical literature documents the central role of familismo (i.e., a strong emphasis on family) in the functioning of Latino youth. Few studies, however, have examined its association with early childhood functioning. The present study explored the potential risk and protective effects of maternal familismo on the adaptive and mental health functioning of 4 - 5 year old Latino children. A sample of 205 Mexican and 147 Dominican immigrant families was recruited from New York City. Mothers reported on their level of familismo, and acculturative status. Mothers and teachers rated child adaptive behavior and internalizing and externalizing problems. Findings suggest that maternal familismo is not uniformly associated with positive or negative early developmental outcomes but that its effects are moderated by child gender, family poverty and cultural (e.g., maternal ethnic and US American identity) characteristics. In addition, different mechanisms were identified for each ethnic group. Familismo was associated both positively (for boys) and negatively (for poor children) with adaptive behavior in the Mexican American sample. In the Dominican American sample, familismo showed a wide range of positive, albeit moderated, effects. Prevention efforts that help parents critically evaluate the impact of familismo on family processes, and preserve those manifestations of familismo that are protective, may best promote Latino child well-being.

In this article, we describe ethical tensions we have faced in the context of our work as intervention scientists, where we aim to promote social justice and change systems that impact girls involved in the juvenile legal system. These ethical tensions are, at their core, about resisting collusion with systems of control while simultaneously collaborating with them. Over the course of designing and implementing a randomized controlled trial (RCT) of an ecological advocacy intervention for girls, called ROSES, ethical paradoxes crystalized and prompted us to engage in critical reflection and action toward the aim of moving away from conducting research on legal-system-involved girls and moving toward a more democratic, participatory process of inquiry with girls. Our experience revealed two intertwined paradoxes that ultimately served generative purposes. First, in collaborating with legal system stakeholders, we observed a single story of girls' pathology narrated for girls, without girls, and ultimately internalized by girls. Second, in reflecting critically on the ethical implications of our study design, it became clear that the design was grounded in a medical model of inquiry although the intervention we sought to evaluate was based, in part, on resistance to the medical model. We describe emergent ethical tensions and the solutions we sought, which center on creating counternarratives and counterspaces that leverage, extend, and disrupt our existing RCT. We detail these solutions, focusing on how we restructured our research team to enhance structural competence, shifted the subject of inquiry to include the systems in which youth are embedded, and created new opportunities for former research participants to become co-researchers through formal roles on an advisory board.

In this paper, we detail our praxis of decoloniality in the context of a community‐based study that employs a quantitative experimental methodology to evaluate an intervention for girls involved in the juvenile legal system. We resist the essentializing of methodology that positions quantitative paradigms as impermeable to reflexivity and decoloniality, and describe a model for training and supervising researchers engaged in an experimental randomized controlled trial of an advocacy program for girls, most of whom are girls of color and about half of whom identify as LGBT. In this way, we consider researcher training as a critical teaching context and describe the ways in which our training, community‐based data collection, and supervision structure are anchored in de/anti/post colonial and indigenous scholarships. Specifically, our praxis is centered on conducting research as a site of resistance to hegemony, and practicing a critical compassion rooted in remembering complex personhoods. We further discuss the boundaries and limitations of our own epistemic power in relation to two central questions: how can researchers influence how knowledge is produced? How can researchers influence how knowledge producers are themselves produced?

research that focuses specifically on classroom engagement processes in higher education and more specifically in community colleges serving our most diverse students (Deil-Amen, 2015). Increasingly, "non-traditional" community college students who do not reside on campus have become the more normative college students (Deil-Amen, 2015; Stevens, 2015). Community college students, unlike campus residing peers, often do not participate in extracurricular activities, have limited time to take advantage of campus services (Saenz et al., 2011), have varying degrees of academic preparation, and face 675726E PAXXX10.

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The Critical Consciousness Scale (CCS) is a recently developed and validated measure for use with low‐income, diverse adolescents. However, research on the psychometric properties of this scale with juvenile legal system‐involved youth is lacking. This study examines the psychometric properties of the critical reflection subscales of the CCS in a cross‐sectional sample of 206 youth (48% girls) involved in the juvenile legal system to investigate (a) the factor structure of the critical reflection subscales of the CCS compared to existing adolescent samples, and (b) the extent to which critical reflection demonstrates measurement equivalence between boys and girls. Findings indicate (a) congruence with the previous literature on critical reflection but for system‐involved girls, and (b) a difference in the structural relationships between perceived inequality and egalitarianism by gender. This study contributes to the nascent, psychometric literature on measures of critical consciousness in an underrepresented and unique adolescent population.

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The VEGF pathway is critically required for vasculogenesis, the formation of the primary vascular network. It is also required for angiogenesis resulting in sprouting and pruning of vessels to generate mature arborizing structures. The Notch pathway is essential for arterial–venous specification and the maturation of nascent vessels. We have determined that Tspan18, a member of the Tetraspanin family, is expressed in developing vessels but not in mature vasculature in zebrafish and mouse wound healing. Moreover, reduction at Tspan18 level resulted in aberrant vascular patterning, impaired vessel stability and defective arterial–venous specification. Tspan18 deficiency reduced VEGF, VEGFR2, Notch3 and EphrinB2, and increased EphB4, VEGFR3, Semaphorin3, Neuropilin and PlexinD1 expression. Furthermore, vascular defects of Tspan18 deficiency could be rescued by ectopic expression of VEGFR2 and Notch, but not by knockdown of Semaphorin or Plexin. Functional studies showed that knockdown of Tspan18 led to reduced endothelial cell migration, invasion and tube formation. Tspan18 has dynamic expression, regulates vascular development and maturation in the embryo with re-expression in adult life in wound healing.