The "Latina paradox" describes the phenomenon of women born in Mexico having their babies in the US deliver fewer low birth weight babies than White US born women. Social support and networks have been suggested as factors in this paradox. Network size was included in Utah's Pregnancy Risk Assessment Monitoring Survey (PRAMS) for 4 years. Through an analysis of linked Birth Certificate and PRAMS data, the relationship between birth weight and social networks of four groups of women were examined. Perhaps due to Utah's unique population characteristics and service-oriented culture, the "Latina paradox" was not demonstrated. However, the study did demonstrate that specific social network size options were positively associated with birth weight, and husbands in either culture (White or Hispanic) appear to be the main source of social support. In addition, this study reinforced the importance of carefully planned and executed surveys that are culturally appropriate.

In recent decades, populations seeking refuge have underscored the limitations of what have been standard approaches to resettlement. Shrinking resources, post-9/11 increase in security measures, and the diverse needs and assets of new arriving populations have exacerbated existing weaknesses in U.S. social service delivery systems and challenged neighborhoods inexperienced in these areas with complex issues of integration (Kerwin, 2011). In response to these issues, the University of Utah, the Utah State Refugee Services Office, and Salt Lake City Community College started an initiative to support the development of Community-Based Organizations (CBOs) and provide leadership and organizational training to existing leaders within these communities. The project created a shared space for community capacity building and integration as a two-way process. This paper will describe the formation and impact of the Emerging Leaders Project, a community-based participatory action research (CBPR) project focused on capacity building with new arriving communities in Salt Lake City.

Communities around the world are faced with challenges as they seek to address inequality in spite of larger systems designed to create dependence. In response to this, local residents have begun to develop their own solutions to address the needs of their communities. Creating spaces for capacity building and empowerment engages community members as leaders to identify and address concerns as they emerge. The Hartland Partnership Center is an example of a community-university partnership designed to meet the needs of individuals and families living on the westside of Salt Lake City. The Hartland Resident Committee (HRC) was formed to lead this endeavour by identifying what the needs of community members were and developing programs within a community learning centre located in a gateway neighbourhood for new arriving populations of immigrant and refugee background. With this pilot study, we sought not only to understand why individuals became engaged in leadership, but also why HRC members remained engaged. More specifically, we wanted to identify what it was about the HRC that helped individuals feel comfortable to share their ideas for change and growth. We identified five key methods to engage the HRC members to be leaders in their community: (1) provide opportunities for leadership development; (2) create an inclusive environment; (3) identify the common goal of the group while respecting diversity; (4) care about the lives of RC members; and (5) implement the decisions of the group. The findings of this study provide additional insights into why community members become engaged in community-university partnerships and the foundation for further research on engagement of community members as leaders. Keywords: community engagement, empowerment, capacity building, resident committee, community social work

Increasingly diverse communities that reach across traditional boundaries are on the rise in urban communities in the United States. Changes taking place within these communities also affect K-16 institutions that serve them. As the landscape of American neighborhoods evolves, stakeholders collaborate to forge partnerships and programs that value and reflect these changes. The Community Advocate Model (CAM) presents a unique opportunity for establishing reciprocal relationships between parents from historically underserved populations and K-16 educators. By connecting families, school, community resources, and the university, parents are able to exchange information and have direct access to system educators. Similarly, rapidly increasing immigrant populations enhance these neighborhoods and systems with rich and diverse language and cultures, bringing new opportunities and challenges for local schools and higher education to meet their academic needs. Our research indicates the need for platforms where families, communities, and schools share information on access and success in public school in the United States. Among other areas, families cite the need for information on the developmental and social needs of K-12 students and resources on immigration, health services, and employment.

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