Although gang-involved Latino youth in the United States are uniquely at risk of adverse consequences from sexual behavior, little research is available that can guide those who wish to develop interventions to reduce sexual risk among these youth. To facilitate the development of effective interventions, we identified cultural and contextual factors that influence sexual behavior and sex education among gang-involved Latino youth in one U.S. community. By analyzing transcripts from interviews and focus groups with three different groups of key stakeholders--gang-experienced Latino youth, the parents of gang-experienced Latino youth, and the personnel of a program providing comprehensive human services for gang-involved Latino youth--we identified three domains to be considered in developing sexual risk-reduction interventions for gang-involved U.S. Latino youth. The focus of our discussion is on the implications of these findings for future development or adaptation of interventions.

Motivating students in analytical chemistry can be challenging, in part because of the complexity and breadth of topics involved. Some methods that help encourage students and convey real-world relevancy of the material include incorporating environmental issues, research-based lab experiments, and service learning projects. In this paper, we describe an approach that combines all three of these methods by integrating environmental research-based activities into the second-year undergraduate analytical chemistry course. We discuss the development, implementation, and preliminary evaluation of the research-based labs employed during the new summer analytical chemistry course. Students perform environmental investigations of sites on Beaver Island, Michigan, and prepare reports to contribute to an ongoing research project analyzing these locations that began in the 1970s. Preliminary impacts on analytical students were examined using pre-and postsurveys, including the Chemistry Attitudes and Experiences Questionnaire, and a new survey and questionnaires developed for this work. Responses and grades were compared across three summers, and to those from students in the traditional analytical course. Results suggest that the research-based activities positively impacted aspects of student attitudes, their perceptions of how chemistry knowledge influences understanding of environment issues, and their perceptions of how analytical techniques are applied in the real-world. Students indicated that the new labs provided real-world applications of class content, helped them learn new concepts and gain skills working with others, and helped them feel more confident conducting chemistry-related experiments. ■ INTRODUCTIONAnalytical chemistry offers unique challenges in motivating students; the entire course requires continued fluency in algebra and students can easily be overwhelmed with its breadth and complexity of topics. Conveying a relationship between the content and the real-world is a crucial factor in increasing student motivation and attitudes toward the subject. 1,2 The integration of environmental topics provides a great opportunity to illustrate the relevancy of the content and its real life applications. 3−8 The incorporation of research-based activities into the chemistry laboratory has been shown to have positive impacts on student attitudes and skills. 9−20 Furthermore, projects with service learning components are known to have positive effects on student outcomes including student critical thinking skills, efficacy for civic engagement, and the ability to integrate theory and experience. 21−27 We wondered how the combination of these approaches for incorporating environmental issues, research activities, and service learning would affect analytical chemistry students. We previously described the preliminary impacts of a researchbased lab in our honors general chemistry laboratory, and now we have expanded the work to the undergraduate analytical chemistry course. 28 In this paper we discuss the developm...

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Racism and other forms of prejudice, stereotyping, and discrimination plague the United States in insidious ways. Research conducted on nationally representative samples suggests that almost two thirds of adult U.S. residents experience some sort of day-to-day discrimination (e.g., receiving poor service, being called names) and more than one third experience a major discriminatory event in their lifetime (e.g., being denied or fired from a job, being prevented from buying a home; Kessler, Mickelson, & Williams, 1999). On the extreme end of prejudice, more than 6,216 hate crimes involving race (46.9%), sexual orientation (20.8%), religion (19.8%), or ethnic/national origin (11.6%) were reported to the United States Department of Justice (USDOJ, 2012) during 2011. These reports are likely a gross underestimate, as hate-crime estimates derived from the National Crime Victimization Survey (NCVS)-a yearly survey of

Most crimes committed by adolescents in the United States are linked to gang activity, which is disproportionally present in Latina/o communities. Although most ganginvolved teenage fathers wish that their children would not join gangs, their parenting tends to foster gang involvement in their children. An improved understanding of fatherhood among gang-involved U.S. Latino youth can inform the development of parenting-and fatherhood-focused interventions. To foster such understanding, we conducted interviews and focus groups with purposive samples of young gang-involved Latino fathers, parents of gang-involved Latino youth, and individuals who provide services or supports to gang-involved youth. Guided by Marshall and Rossman's (1995) broad qualitative approach, we analyzed transcripts of these interviews and Editor's Note. Consuelo Arbona acted as handling editor.