It is the smallest for crocodiles because of their large size and is smaller for turtles than for lizards and snakes. The sea turtles have a smaller sHbp than the rest of the turtles, linked to their large size and small offspring size. We link their small weight and age at birth to reducing risks on the beach. The maximum reserve capacity in both turtles and crocodiles clearly decreases with the precociality coefficient. This relationship has not been found that clearly in other taxa, not even in other reptiles, with the exception of the chondrichthyans. Among reptiles, crocodiles and sea turtles have a relatively large assimilation rate and a large reserve capacity.The Add‐my‐Pet collection of data on energetics and Dynamic Energy Budget parameters currently contains 92 species of turtles and 23 species of crocodiles. We discuss patterns of eco‐physiological traits of turtles and crocodiles, as functions of parameter values, and compare them with other taxa. Turtles and crocodiles accurately match the general rule that the life‐time cumulated neonate mass production equals ultimate weight. The weight at birth for reptiles scales with ultimate weight to the power 0.6. The scaling exponent is between that of amphibians and birds, while that for mammals is close to 1. We explain why this points to limitations imposed by embryonic respiration, the role of water stress and the accumulation of nitrogen waste during the embryo stage. Weight at puberty is proportional to ultimate weight, and is the largest for crocodiles, followed by that of turtles. These facts explain why the precociality coefficient,  This paper discusses patterns in Dynamic Energy Budget parameters and implied traits that we found for turtles and crocodiles. We explain, for instance, why the proportionality of weight at birth with the square root of ultimate weight points to problems with water loss and nitrogen‐waste accumulation. The colsensu Cooke et al., Eco‐physiological traits are gaining more focus, as conservation physiology  framework used to formalize the traits, then discusses aspects of energetics and life history, and finalizes with a Discussion and conclusion section.2The extant “reptiles” are a polyphyletic group, with the 4 main lineages usually described as crocodilians, turtles, squamates (snakes and lizards), and tuatara. The name Reptilia is nowadays less frequently used, because it is not a clade Shine, . It shouAll turtles and crocodiles lay eggs, which, unlike many squamates which made the transition to ovovivipary, prevents them from living in cooler climates. Like most reptiles, they are ectothermic and master the art of regulating their body through behavior excellently. Interestingly, evidence exists for endothermy in the ancestors of the crocodiles, which converted back to ectothermy when adopting an aquatic life style  DEB model fits data for all turtle and crocodile species in the AmP collection very well; the median relative error for all data sets is 6%; this is also the median relative error for all 3000 species in the AmP collection.Dynamic Energy Budget models aim to quantify the various aspects of energy and mass budgets in dynamic environments in terms of temperature and food availability, throughout ontogeny, that is, embryo, juvenile, and adult. These aspects include food searching, feeding, defecation, digestion, storing, development, growth, reproduction, aging, and the fluxes of heat, COEH (J)—that tracks the development of the individual but has no energy or mass, and two physical state variables—reserve, E (J), and structure, V (cm3 or g)—that determine the size of the individual. Food‐derived metabolites are first added to a reserve pool, and then reserve is mobilized for use in metabolism. Mobilization is such that weak homeostasis is respected: reserve density, that is, the ratio of the amounts of reserve and structure, does not change during growth in constant environments, possibly after an adaptation period. The rate of reserve mobilization depends on the amounts of reserve and structure and on the DEB parameter v˙, energy conductance. A fixed fraction κ of the mobilized reserve is allocated to somatic maintenance and growth (soma), the rest to maturity maintenance and maturation (before puberty) or reproduction (after puberty). Feeding is taken to be proportional to squared length of structure, somatic maintenance to cubed length of structure, and maturity maintenance to the level of maturity. Reserve allocated to reproduction is collected in a reproduction buffer, with species‐specific buffer handling rules for the conversion to eggs. The growth‐trajectory of the std model simplifies to the von Bertalanffy  eigenvalues, it is possible to determine which traits contribute the most to the observed pattern among species. MDS was performed using the in‐built Matlab function cmdsc.m, and the correlation of trait distances with eigenvalues was performed using the DEBtool_M function corr.m.  on trait‐based distances between species , and then discuss some features in more detail. All temperature dependent traits are presented at a common reference temperature of 20°C.4.1Figure p˙Am of crocodiles is much larger than that of turtles and squamates  Figures  and 3, aFigure 4.3Chersobius signatus of 172 g; this is visible also in weight distribution Figure Size is, in large part, a result of the ratio between how much energy is assimilated and how much energy is left after maintenance needs have been met; turtles and crocodiles have relatively small maintenance costs relative to assimilation capacity, compared with other reptiles Figure . While sFigure The physical co‐variation rules predict that the precociality coefficient roughly equals the weight at birth over that at puberty at abundant food, while the latter is more or less proportional to ultimate weight. We expect the precociality coefficient to scale with ultimate weight to the power −0.6, because birth weight was found to be proportional to ultimate weight to the power 0.6. This approximates what we did find Figure . The pre4.4Em is proportional to the surface area‐specific assimilation rate p˙Am; this is easy to understand since Em=p˙Am/v˙. The physical co‐variation rules imply that Em is also proportional to maximum structural length, that is, to ultimate weight after some contribution of reserve is taken into account. This link, however, is not clearly visible for reptiles , life span (am), ultimate wet weight (Ww∞), reproduction rate at ultimate size (Ri), egg size (E0), maximum reserve capacity (Em), energy conductance (v˙), volume‐specific maintenance rate (p˙M), area‐specific maximum assimilation rate (p˙Am), supply stress (ss), and precociality coefficient (sHbp).We present results of multidimensional scaling (MDS) applied to reptiles for the following 12 eco‐physiological traits, most of them analyzed also in the previous sections: age at birth and puberty  correlation with the first eigenvector, followed by the (+ve) precociality coefficient . Maximum reserve capacity, somatic maintenance, and maximum assimilation have the highest (+ve) correlation with the second eigenvector (correlation coefficients larger than 0.5). This points to the main traits characterizing the analyzed groups, as we discuss in the following section.5Reptiles are a diverse polyphyletic group, but, as we have just shown, their eco‐physiological traits also point to similarities in trait patterns, and coherence within and between groups. Multidimensional scaling (MDS) on trait‐based distances between species supplements our efforts to find patterns in the co‐variation of parameter values. We used most of the traits analyzed in this study  which place species at either of the two extremes: at one of the extremes we have slow‐maturing, long‐living, relatively large individuals with relatively small offspring  and relatively high metabolism, but also good ability to withstand food shortages (high reserve capacity)—such as sea turtles. At the other extreme, we have individuals with a relatively fast life cycle, and with offspring size more similar to parent size , which are less tolerant to periods of starvation —such as lizards and snakes. This points to quite specific environmental pressures, and is therefore encouraging that related species experiencing similar environments cluster together.not one of the traits with a strong correlation to one of the two axes in the MDS plot, the results section shows that it does have a strong relationship to many eco‐physiological traits. Coupling of many eco‐physiological traits to size  weight is  Calder,  has well Calder, ; the fac Calder, .Generally, crocodiles as a group have the slowest metabolism among reptiles Figures  and 2, bSpecific respiration of turtles and crocodiles (as well as other reptiles) is inverse to their life span Figure , and lifFor both turtles and crocodiles , weight at puberty is directly proportional to ultimate weight, but the weight at birth as a fraction of ultimate weight decreases with ultimate weight substantially Figure . This caFigure This points to explanations other than mechanical constraints: (i) limitation of respiration during the embryo stage, (ii) the accumulation of nitrogen waste in the egg, and (iii) water loss from the egg. The placentalia escaped these problems by placental vivivary.2  of some turtles and crocodiles Figure  could be2 limitation ; Investigation ; Validation ; Writing—review and editing . Sebastiaan A. L. M. Kooijman: Conceptualization ; Data curation ; Formal analysis ; Investigation ; Software ; Writing—original draft .The authors declare no conflict of interest.


Adverse reactions associated with prick tests are rare but may be present as serious systemic reactions.A 38-year-old female nursing technician complained of three episodes of anaphylaxis in one year, all in the workplace. To investigate latex allergy, the patient underwent the prick test with latex, and immediately developed a rash, itchy skin, hoarseness, dyspnea and dry cough. Her condition improved promptly after appropriate measures were established for controlling her anaphylaxis.The skin test must be performed under medical supervision, since complications that can lead to life-threatening reactions, if support measures are not readily implemented, have been attributed to this test. Anaphylaxis is a well-recognized clinical syndrome caused by the pharmacological activity of mediators that are released after activation of mast cells and basophils through contact with an antigen. It is a serious systemic reaction with an acute onset and it is potentially fatal.The specific diagnostic and/or therapeutic activities of immunological allergy outpatient clinics, such as administration of allergen-specific immunotherapy, challenge tests and skin tests for immediate hypersensitivity to allergens, may lead to appearance of systemic allergic reactions that can be serious and even fatal. The incidence of systemic reactions to skin tests for immediate hypersensitivity is small, and the test is considered safe. Nonetheless, the possibility of systemic reactions should not be underestimated, especially in relation to extracts of Hymenoptera venoms and medications.in vitro sensitization tests or skin prick tests. Both of these methods are considered safe. In in vitro tests, intercurrences are very rare and, when they do occur, they are due to complications during blood collection. Reactions relating to prick tests are also rare and may be due to the procedure itself (puncture wounds) or to serious reactions that might be triggered because of exposure to the allergen.In clinical practice, investigations on sensitivity are conducted initially through Occupational anaphylaxis has become more prominent through recognition that this serious condition may occur in occupational contexts. Among the occupational agents, latex has gained prominence over recent years, especially among healthcare professionals, because of the severity of the reactionsThis paper aimed to describe a case of anaphylaxis triggered by a prick test with latex extract, in a patient with occupational anaphylaxis. Until now, no case of anaphylaxis during a skin test with latex extract had been reported in Brazil.Dermatophagoides pteronyssinus and Blomia tropicalis). She tested negative for serum-specific immunoglobulin E (IgE) for latex.A 38-year-old female nursing technician presented a prior history of three episodes of anaphylaxis within one year, all in the workplace. She had a personal history of mild intermittent allergic rhinitis from childhood, for which antihistamines and nasal corticosteroid had been used only during exacerbated episodes. She had a family history of atopy and presented a positive prick test for aeroallergens  was performed. Five minutes after the puncturing, the patient developed a generalized rash, itchy skin, hoarseness, dyspnea, dry cough and a sensation of a foreign body in the oropharynx. Her vital signs were: blood pressure of 134 x 84 mmHg, heart rate of 130 bpm and peripheral oxygen saturation of 94%. The patient was placed in dorsal decubitus, with elevation of the lower limbs and 0.5 mg of adrenaline was applied intramuscularly in the upper third of the vastus lateralis muscle of the thigh, in addition to 200 mg of hydrocortisone and 50 mg of diphenhydramine intravenously, and inhalation of short-acting ß2-agonist. The patient presented progressive improvement of the condition without presentation of the late-phase reaction.The patient was evaluated in the context of another major study that was ongoing, and signed a free and informed consent statement for that study, which had been approved by the institution’s ethics committee, under the number 0538/10 on September 22, 2010.Immediate skin prick tests are a useful tool for assessing IgEmediated sensitization, to make an etiological diagnosis for allergic manifestations of Gell and Coombs type I reactions. They have been performed within the clinical practice of allergist physicians for many years and are considered extremely safe.In 1987, Lockey et al.In 1993, Reid et al.In the most recent survey, published in 2004, Bernstein et al.in vitro  or in vivo (skin prick tests). Serological tests have a high number of false negative results and should not be used alone for screening of latex allergy.in vitro tests,The initial step in diagnosing latex allergy is to obtain a thorough clinical history. However, to confirm the etiology, it is necessary to determine the presence of specific IgE In clinical practice, the first safety measure that should be established is removal of the causal agent, which in this case meant replacement of latex with latex-free products. In addition, specific allergen immunotherapy should be implemented, but this is not available in Brazil.We reviewed the literature in MEDLINE, PubMed and LILACS using the English-language keywords “latex hypersensitivity”, “diagnostic test” and “anaphylaxis”; the Portuguese keywords “hiper-sensibilidade ao latex”, “teste diagnóstico” and “anafilaxia”; and the Spanish keywords “hipersensibilidad al látex”, “prueba de diagnóstico” and “anafilaxia”. We did not find any case report describing an anaphylaxis reaction during a skin prick test with latex (The skin prick test for allergen sensitization research is a safe test, but it must be performed in an appropriate environment, under medical supervision and with prior analysis on patients, given that complications have been attributed to this method. These complications may be serious and may lead to death if support measures are not readily available.


Latex allergies often develop by sensitization to latex allergens by repeated exposure. Because in recent years latex has been ubiquitous in medical equipment, health workers have a higher prevalence of latex allergies than the general population, and care must be taken to ensure workers' safety. We report a case of a female health care worker in her 20s who experienced a severe, biphasic anaphylactic reaction within minutes after being exposed to rubber balloons at a latex-free children’s hospital. After being stabilized with epinephrine, dexamethasone, and fluid resuscitation, over a six-hour period, she was discharged home. En route home, her symptoms recurred, and she was admitted to the ICU for observation for impending respiratory failure. She was hospitalized for about 48 hours before being discharged home. She presented to the occupational medicine clinic a few days later for further management. No acute care was required and she was discharged.This case is consistent with occupational latex-induced anaphylaxis. Health personnel should be educated about the importance of compliance with latex allergy mitigation procedures, as well as the severe nature of hypersensitivity reactions that may occur in sensitized persons. It may be beneficial to address the social pressures that can contribute to noncompliance, as balloons are a common gift for children and may be viewed as an acceptable way to cheer up a sick child, tempting some staff to turn a blind eye to policy. The reasons for the policy, and for strict adherence, should be communicated clearly. Latex allergy is a common occupational health hazard. The health care profession is at particularly high risk. Latex allergy is usually the result of sensitization over a long term period, and the ubiquity of latex materials in health care in the early 1990s prompted a spike in latex allergy peaking in that decade, but it has fallen recently as non-latex synthetics such as nitrile have come into more widespread use .The most important risk factors for latex allergy among health care workers are occupational exposure and atopy . In suscOur patient was a young female in her mid-20s, with a history of atopy, food allergies, and a known allergy to latex, who works as a Patient Care Assistant at a children’s hospital in the United States that has a latex-free facility policy. She had known multiple allergies including pineapple, shellfish, and latex, and has a history of multiple anaphylactic reactions; her most recent episode of anaphylaxis was approximately three weeks prior to the current episode and resulted from likely exposure to pineapple. She carries an EpiPen with her at all times and her family history is non-contributory. She stated that a few days prior to her initial visit to our clinic, she arrived at work to find her ward decorated with balloons in celebration of a patient. She reported being in the same room as the balloons, but not touching nor coming very close to the balloons. After a few minutes inside the ward, she acutely developed airway swelling, shortness of breath, cough, and urticaria on her arms. Recognizing symptoms of allergy, she immediately self-administered epinephrine with an EpiPen, took a Benadryl, and went to the emergency department (ED). She reported not staying in the ward with balloons for more than a total of 5-10 minutes.On arrival at the ED, she was noted to be tachypneic and had wheezing and stridor on exam, as well as a change in voice. A chest X-ray was grossly normal. Complete blood count revealed no abnormalities, and basic metabolic panel (BMP) showed acutely elevated blood glucose of 181. A second dose of intramuscular (IM) epinephrine was given, as well as dexamethasone, famotidine, IV lactated ringers, and two nebulizer treatments with racemic epinephrine. After approximately six hours, she reported good improvement in symptoms and was discharged from the ED.During her one-hour commute home, she again experienced throat swelling and shortness of breath, and facial tingling. The patient stopped at another hospital ED for treatment. Two additional racemic epinephrine nebulized treatments were administered, but she continued to experience worsening shortness of breath and an IV epinephrine drip was placed. The patient was admitted to the ICU for monitoring of the IV drip and impending respiratory failure. Fortunately, she stabilized in critical care and was able to be transferred to the acute care ward later that day. After approximately 12 hours of additional observation, she was found to be stable and was discharged the next day.Latex allergy remains a very common and potentially deadly problem among health care workers. Latex sensitization occurs with repeated exposures over time, and as such, health care workers are at exceptionally high risk due to the pervasiveness of this substance in medical equipment . In respHevea brasiliensis. The raw sap itself produces common latex products such as gloves and condoms, but the sap is refined and coagulated to produce natural rubber, the material used to make such products as tires, balloons, erasers, etc. Importantly, it should be noted that many products not specifically labeled as “latex”, such as rubber products, can therefore still provoke latex allergies [Health care staff and policymakers should be educated on the dangers of latex allergies. Latex specifically refers to the sap of the Brazilian rubber tree llergies . Similarllergies .The case described demonstrates that health care workers are highly vulnerable to hypersensitivity reactions, even with a seemingly trivial exposure, such as microscopic airborne particles from balloons. The American Academy of Asthma, Allergy, and Immunology warns of severe allergic reactions occurring in sensitized persons simply by being in proximity to balloons in an enclosed space .Strict adherence to, and enforcement of, latex-free policies is critical in the health care setting; even rare exceptions can jeopardize the wellbeing of patients and staff. It is essential to educate health care employees about latex-free policies, and the hazards associated with violations. Health workers should also be aware of social pressures that are potential obstacles to compliance with latex-free policies; regulations that forbid celebratory balloons to be given to sick children may strike some workers as heartless and excessive, but while the urge to bring joy to sick children is very natural and understandable, even a one-time exception to latex policies can have potentially dire consequences.


Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (M Since t1.1.Capital theories address how an accumulation of cultural knowledge, skills, and abilities are possessed by privileged groups in society and how the result of knowledge obtained through family or formal schooling is often limited for working-class families who may experience minimal access to social mobility . Within A traditional perspective of social capital may not be sufficient to understand the unique contributions that Latino families make to help their children succeed. For Latino communities, there are additional forms of capital that equip families with information and resources. The Community Cultural Wealth model  shifts a1.2.Adolescents’ families, teacher relationships, and opportunities to excel in school through bridging programs and knowledge on how to prepare for higher education contribute to students’ access and motivation towards higher education . Previou1.3.Latino families, especially immigrants, experience challenges in acquiring and understanding information about the necessary steps that children must experience before enrolling in a university. Low-income students often have limited accessibility regarding information about university enrollment , which rCollege preparatory courses have also been implemented in schools to prepare students with skills and information that can help them prepare for college. This includes programs such as Advanced Via Individual Determination (AVID). Mendiola and colleagues  examinedIn contrast, programs focused on educating parents have become accessible for families in high schools. The Parent Institute for Quality Education (PIQE) is a nine-week parent engagement in education program focused on informing parents about the U.S. education system, how to interact with schools and teachers, and how to help their children at home succeed in school. The current study examined the role of a college knowledge program aimed to increase parental involvement and college awareness in low-income immigrant Latino families of middle school and high school students. This study used the Community Cultural Wealth model  to bette2.2.1.age = 13.58). Of the adolescents, nine (75%) were U.S.-born and three (25%) were born in Mexico. At baseline, seven (58.3%) of the adolescents were in middle school and five (41.6%) were in high school.Sixteen families participated in the six-session college knowledge program. For the current study, only parent-adolescent dyads that provided active consent and participated in both the pre (T1) and post (T2) data collections were included in this study, which included one family with two siblings . A total of 11 Latino parents participated in the pre and post portion of the college knowledge program . All of the parents were born in Mexico and had an average age of 40.18. For parent education, parents averaged a middle school education (M = 7.33 years), with five parents (45%) reporting a 6th-grade education level or less, four parents (36%) had some high school education, and two parents (18%) graduated from college or university. Seven of the mothers (64%) were unemployed, three parents  worked part-time  and one mother’s employment status was missing. A total of 12 Latino adolescents (one family had two siblings) participated in the study including six (50%) boys and six (50%) girls, . The parent sessions included: (1) the importance of parent involvement; (2) parent rights at school; (3) differences between colleges and universities; (4) preparing for college; (5) finding resources in the community and internet; (6) financial aid. The adolescent sessions included: (1) planning and surviving high school; (2) classes matter; (3) the importance of college and differences between colleges and universities; (4) preparing for college; (5) letters of recommendation and taking charge; and (6) financial aid. Each of the sessions were delivered at the community-based organization (CBO) and took approximately 1.5 h each . The program sessions were conducted every three weeks. All parent sessions were delivered in Spanish and the adolescent sessions were delivered in English (with a translator for students who were Spanish-dominant).The research team partnered with a CBO in the Los Angeles Area. This organization provides a wide range of social services and educational classes for parents and adolescents including tutoring services, computer classes, and English as a Second Language (ESL) classes. All recipients of the services offered at the CBO have household incomes at or below the federal poverty line and lived in the CBO’s service area.2.3.The research team attended multiple events at the CBO to meet clients and provide information about the college knowledge program. The CBO coordinator also assisted with participant recruitment by distributing fliers.Parents and their children were invited to participate in a semi-structured interview that took place at the CBO during their open hours. A total of 16 parents and their adolescents participated in the pre-program semi-structured interview and baseline survey, which took 15–20 min for adolescents to complete and 30–45 min for parents to complete. The program took place from January through May 2016. Of the 16 parent-adolescent dyads who participated in the college knowledge program, only 11 participated in the post-program semi-structured interview. Therefore, this study examined the information relevant to these 11 families. All participants completed informed consent and assent forms. Each participant was interviewed in a separate room. Trained researchers conducted the semi-structured interviews in the participants’ preferred language (English or Spanish) and the interviews were audio-recorded. Pseudonyms were used to maintain the anonymity and confidentiality of the participants.The 11 families varied in their attendance of the 6 college knowledge sessions, ranging from 2 to 6 sessions attended, with a mean of 4.0 sessions for adolescents and 4.3 sessions for parents. The program included information about the University of California (UC) and California State University (CSU) course requirements for high school students, better known of A-G subject requirements. The program also included information on how to prepare during high school , financial aid, how to request letters of recommendation, responsibilities in college, differences between post-secondary institutions , and admissions requirements. Parents were also presented with information about how to remain involved during adolescence, parents’ rights in public schools, how to locate and access resources online, and how to help prepare their youth for college .2.4.Parental Involvement: Participants took part in semi-structured interviews before and after participating in the program. The semi-structured interview questions were adapted from the Ecocultural Family Interview . The preTo fully capture all the different ways parents contributed to their child’s education, we broadly defined parents’ and adolescents’ reports of ‘parental involvement’ as any parental behavior  that the participant perceived as contributing to the academic success of the child see . We sepaAcademic goals: Adolescents’ academic goals were measured using their reports on academic goals from the semi-structured interviews.2.5.Grounded theory  and themBased on a model from To assess the main question of interest, the themes of parental involvement in parents’ and adolescents’ pre- and post-semi-structured interviews and their relation to child’s reports on academic goals were examined. The pre- and-post-program data analysis allowed us to examine how (1) parents’ reports on parental involvement were associated with adolescents’ reports on academic goals; (2) how adolescents’ reports on parental involvement were associated with adolescents’ reports on academic goals; and (3) how parents’ and adolescents’ parental involvement and adolescents’ academic goals may have changed after participating in the program. This led to a second phase of grounded theory, axial coding  was empl3.Properties of parental involvement represented in the data included communication with teachers , communication with adolescent about school and academic goals, seeking academic resources in the school, at home, or outside of school, and giving their child life advice. Parents’ and adolescents’ reports of parental involvement were coded and categorized into low, medium, and high. High parental involvement included parents who reported more of the different forms of parental involvement that included attendance to parent–teacher meetings, were involved in school activities, asked their child questions about school, sought resources for their child through tutoring services or educational support, and gave their child life advice. Medium parental involvement included parents who reported having some communication with teachers, some involvement in school, some communication with their adolescent about school, some involvement at home, and sometimes seeking resources at school or outside of school, and sometimes giving life advice to their child. Low parental involvement included parents who had very little to no communication with teachers, were not actively involved in their child’s school, rarely communicated with adolescents about school, were not very involved at home, did not state many experiences about seeking resources in school or outside of school, and did not mention giving life advice to their child.Adolescents’ academic goals from the pre- and post-program interviews were coded and characterized into low (high school), medium-low (college), medium (university) medium-high (masters), and high . For perceived parental involvement, adolescent interview responses were also analyzed and ranked from low to high parental involvement. Parents’ perceptions of their involvement and adolescents’ academic goals were included in 3.1.Well, what I have done with him is help him up to this point with all of his homework, to explain it to him so that studying becomes useful, going to school, reading. Obviously, all of that helps him to accomplish his goals. To study, to have a life that as a student, he always has to study. That’s what I’ve done.When asked about his school involvement, Albert responded:I am involved with his homework. In getting to know his teachers, talking with them. With any homework that perhaps, I pass it to him. Well first of all the assistant is also there at school. I’ve asked her to please help me with each one of his studies, that she makes note of his homework or activities, or anything that is pending. Because I cannot be in class all the time. There are days that I go with him since the morning, I listen to the class, I am with him, I see how he acts, and the assistant is there. We go to the next class and I am there with him all day. So in that sense, I get all the information daily and I always help with his homework.According to The first axial grid represented the selective coding of the association between parents’ academic involvement and their child’s academic goals before participating in the college knowledge program, see Well, we only give them advice as parents, and that they focus on their studies that they’re not going on to do other bad things; that is having problems at school or something like that. And until now, thank God, they have been good. We haven’t had complaints about something like that.When asked about her involvement at Kevin’s school, Irene responded:Ah, truthfully no, because I am not going to the school. I do go to all the [pause] when there is this, how do you say it? What is it when there are things for parents or so, but grand events, when they have back to school night, back to school.Irene represents a sense of aspirational capital by giving advice to her children and communicating with them the value that she places on attending school by telling her children to focus on their studies yet is not involved at her son’s school or can articulate clearly her form of involvement.Quadrant II represented five parents who demonstrated medium to low parental involvement and adolescents who reported medium (university), medium-low (masters), and high  academic goals. These parents indicated having some or no communication with teachers, some or no involvement in school or communication with their adolescent about school, some or no involvement at home and sometimes seeking for some resources at school or outside of school, and little to no life advice. Quadrant II families are illustrated by Irene, a parent with an elementary education or less, demonstrated low academic parental involvement in her high school son Kevin’s education; Kevin reported aspiring to attain a master’s degree. She stated:Sometimes they have tutoring. I tried to sign the paper so that at school they get tutoring and sometimes, sometimes, I would go walking [to school]. I used to have a ride and she would stay after school for tutoring. And before, I used to go walking to pick her up as long as she stayed in tutoring and well. I also try to, like now here at [CBO], I have tutoring for them.When asked about her involvement in Liz’s school, Josie has found it challenging to be involved in both of her children’s schools. She responded:In her school, not much [involved] because it is sometimes difficult for me to go, but the school I am very involved in is the one that is here on (street name), that one, yes. Sometimes at the other school, it is difficult for me because it is further away and I have to come to pick up my other children and make them food and like that right, but this is the one that is closest to me.According to Quadrant III represented one parent who demonstrated low-medium parental involvement and an adolescent who reported medium-low (community college) academic goals. This would include parents who had some communication with teachers, some involvement in school and at home, some communication with their adolescent about school, sought some academic resources, and demonstrated some life advice. Quadrant III is illustrated by Josie, a mom with an elementary education level or less, and who demonstrated medium-low parental involvement and whose middle school daughter Liz reported aspiring to attend a community college. She stated:My other family, well no [other family members do not help Alex reach his goals]. But I always bring him [to CBO] and my husband also, well I think that he supports me, because well he says, “any decision that you make for the boy, while you think that it is good for the boy then I will support you”.When asked about her school involvement, Ashley responded:When there are conferences like I told you they don’t call me, I am present anyway. When there’s something like that where they are going to give information, I always go. If I can, I always go. When there are workshops for parents because I have my baby, I can’t. But yes, I try to force myself when there is something where I have to be there present.Quadrant IV represented two parents who demonstrated medium to high parental academic involvement and adolescents who reported medium-low (community college) academic goals. These parents had some communication with teachers, some involvement in school and at home, some communication with the adolescent about school, sought some academic resources at school or outside of school and demonstrated some life advice. Quadrant IV families are illustrated by Ashley, a parent with an elementary education or less and whose middle school son Alex reported aspiring to attend a community college, demonstrated medium-high academic parental involvement. She stated:According to These findings indicated that parental academic involvement prior to their participation in the college knowledge program ranged from low to high such as having high involvement in their child’s academic experiences at home and a school (high), having some involvement in their child’s academics (medium), or having little involvement in their child’s education at home and at school (low). Adolescents’ goals ranged from attending community college (medium-low) to pursuing professional school/doctoral studies (high) before participating in the program.3.2.To examine the associations between the adolescents’ perceived parental involvement and adolescents’ academic goals before participating in the college knowledge program, the adolescents’ perceived parental involvement was defined through their responses to their parents’ home and school involvement. Properties of perceived parental involvement included communication with teachers , communication with their adolescent about academic goals, life advice, and seeking academic resources in the school, at home, or outside of school. Adolescents’ reports of perceived parental support were characterized into low, medium, and high. High parental involvement included more of the different forms of parental involvement such as adolescents’ statements of parents who consistently attended parent–teacher meetings, were involved in school activities, asked them about school, sought resources for them through tutoring services or educational support at school or outside of school, and gave them life advice. Medium parental involvement was included adolescents’ reports on parents who were perceived as having had some communication with their teachers, some involvement in school, some communication with them about school, some school-related involvement at home, and sometimes seeking resources for them at school or outside of school, and sometimes giving them life advice. Low parental involvement was included reports of parents who were perceived as having very little to no communication with their teachers, were not actively involved in their school, did not communicate with them about school, were not academically involved with them at home, did not state any experiences about parents seeking resources for them in school or outside of school, and did not state any experiences with their parents giving them life advice. Adolescents’ academic goals were also characterized into low (high school), medium-low (college), medium (university), medium-high (masters), and high .Yes, my family has been helping me achieve my goals, like whenever I need help from the library, they make that effort to take me there. Or like when I need help on something, they find a way to tutor me. They are like helping me with everything that I am having trouble with so that I can excel in it.When asked how her parents are involved in school, Gina stated:My dad not really, but my mom (Frida) is involved; she volunteers. She already has her badge and she volunteers in field trips, school and meeting, she is part of meetings.According to An axial grid was developed to represent the associations between adolescents’ perceived parental involvement and their academic goals before participating in the college knowledge program, see Well right now my dad is, well, since I am working really hard and getting good grades my dad is like letting me relax during the weekend but my mom is, like, she is not always going to be there for me cause you know after when you get older and stuff, that I am going to have to do my things by myself, so she is making me do chores and I am trying to learn to cook.When asked about how her parents are involved at school, Helen stated:No [no they are not involved] … Well, my mom would. In elementary, my mom would help out with activities and stuff.This adolescent was ranked as having low perceived parental involvement. However, despite showing low perceived parental involvement compared to other adolescents, this adolescent highlights the familial capital present in her family through her parents’ messages about learning responsibilities early on for her well-being in the future.Quadrant II demonstrates three adolescents who indicated medium to low parental involvement and adolescents who stated medium (university) to high  academic goals. These parents indicated having some or no communication with teachers, some or no involvement in school, some communication with their adolescent about school, some involvement at home, seeking some resources at school or outside of school, and some-to-no life advice. Helen, a middle school student who aspired to attend a university, reported low perceived academic parental involvement when asked how her parents are helping her achieve her goals:Quadrant III demonstrates two adolescents who stated low to medium parental involvement and medium-low (community college) academic goals. These parents demonstrated some or no communication with teachers, some or no involvement in school, some communication with their adolescent about school, some involvement at home, seeking for some resources at school or outside of school, and some to no life advice. Frank, a high school student who aspired to attend a community college, demonstrated low-medium perceived parental involvement when asked what his parents are doing to help in achieving his goals by stating: “Telling me to keep my head in school, um and telling me to, (pause) I guess tutor here [at CBO].” When asked about how his parents are involved in school, Frank stated: “Yeah. They go check my grades and stuff like that. Um, when there are conferences. Um, it usually depends when, like out of random.”According to Yeah, they told me that you have to go to school, get good grades to be like someone not to be like other people that don’t really like school.When asked about how her parents are involved in school, Liz stated:Just my mom (Josie), like she helps the school.According to Quadrant IV includes one adolescent who indicated medium to high parental involvement and medium-low (community college) academic goals. This would include parents who had some communication with teachers, some involvement in school and at home, some communication with their adolescent about school, sought some academic resources, and demonstrated some life advice. Liz, a middle school student who reported aspiring to attend a community college, demonstrated low-medium levels of perceived academic parental involvement, when asked how her parents were helping her achieve her goals. She stated:These findings revealed that before participating in the college knowledge program, nine adolescents who reported low to high levels of parental involvement indicated having medium (university) to high  academic goals. Three adolescents, who reported low to high levels of parental involvement, indicated medium-low (community college) academic goals before participating in the program.3.3.My husband is a little bit more [pause] he needs a little more guidance on how important it is to be on time. He is like no [pause] and I explain to him, you do not know how important it is for the children to arrive on time, apart from that I learned that a child when you are late goes anxiously to school, goes nervous, and goes with stress so early in the morning. So, I talked to my husband and I told him, ‘you know that if Gina is going to go to a school that is further away we will organize, I will take the little one’, because they go to different schools … Because, in fact, that is where discipline and responsibility begin as parents. Then I tell my husband, ‘if you are going to commit to take her on time, get up because it is late and get up because it is late.’ Because he has a hard time getting up … So that’s what we’re doing at home, taking our daughter on time. And when she has to do projects I say, ‘[father name] the girl is going to do a project, we need to buy this and that.’ And sometimes he takes us … We as parents, as a family, providing at home what the child, well, what the girl needs for her study.When asked about her school involvement, Frida responded:Definitely [involved in school]. Definitely because now, I already, my daughter is now in middle school so I have to be aware that not because she is growing up she is becoming lazy at school [chuckles] that is what I tell her, daughter you’re growing, you’re bigger, you understand more now how important it is to maintain your good grades. Because do not say, ‘oh I’m going to be lazy.’ I tell her the word lazy, ‘I’m going to be lazy after all I still have a lot of time left.’ And that’s the problem, there’s the dilemma. And what? That there [at school] they start to fall behind and fall behind, and to straighten up, it is going to cost [her] … As a mother, as parents, we are, we hope that our children listen to us. I tell my daughter, so that life does not complicate so much. Because it cannot be so complicated, it can be more bearable, a simpler life, if not complicated from the beginning.A third axial grid represented the association between parents’ academic involvement and their children’s academic goals post-college knowledge program, see Well, I take her more often to the library so she takes more of the habit of reading and I’m motivating her to introduce herself to a sport thing that they can help her meet the requirements and I’ve shared with my husband I say, ‘It’s not about just saying I want you to be what I want, no.’ As parents, we also have to put our part not just say it and be there. ‘Daughter I am here when you need me, where do you have to go to get your credits? Whatever it is, I’m going to take you or if not just telling them I want you to get there and put your all in it’, it’s not enough. That is what I shared with my husband. I say I did not know many things, but thank God I’m learning, and there is still time to learn more I tell him.When asked about her school involvement, Heidi responded:Yes, I always avoid forgetting to ask her, ‘What did you do today?’ and sometimes when I pick her up when she gets in the car, in the morning she says that she is going to have an exam and I ask her how did the exam go? And sometimes she takes the initiative to tell me, ‘oh you know the exam was very easy and but it is because I study’. She tells me so. I say, ‘You see.’ I think I have seen that difference in her that she is studying because sometimes she would be satisfied with that, ‘I already know.’ She did not review and now [with] the last exam she tells me the exam was very easy. I believe that maybe what she learned has motivated her.In Quadrant II, five parents were represented in the medium-low parental involvement and adolescents reported medium medium-high (masters) to high . These parents indicated having some or no communication with teachers, some to no involvement in school and at home, some to no communication with their adolescent about school, sought some academic resources, and demonstrated little to no life advice. To illustrate, Heidi, a parent whose daughter Iris attended middle school, and indicated aspiring to pursue medical school, went from demonstrating low parental involvement (T1) to medium academic parental involvement (T2). When asked what she or her family does to help Iris achieve her goals, she stated:In Quadrant III, one parent was represented who reported low parental involvement and whose adolescent reported low academic goals (high school). Quadrant III included parents who had some to no communication with teachers, some to no involvement in school and at home, some to no communication with their adolescent about school, sought some or no academic resources in school or outside of school and demonstrated little to no life advice. To illustrate the parent in Quadrant III, Josie, a parent who reported a 6th-grade education level or less and whose daughter attended middle school and aspired for a high school diploma, described what she and her family did to help her academically, “Well, how, well yes, well, take them to class and bring them to tutoring, then yes, yes we are [helping Liz achieve her goals]. Well, yes I think so (laughs).” When asked about her school involvement, Josie responded, “Not in her school, but the school of the other children, yes. In her school, no [not involved] because it is far for me.”Checking how he is doing at school, his grades every eight days, seeing how he is doing. Like, if he turns in his homework. If he did homework. Bringing him here [CBO] for tutoring for them to help him. And go to conferences with teachers.When asked about her school involvement, Ashley responded:Yes, I have looked for more help. More help in asking for information with the teachers. [pause] Yes, I am always aware of him. Yes … ‘Do you need help,’ even here at tutoring I talk with the tutor or with (coordinator), ‘You know Alex needs more here, I need them to help him here [subject],’ or I go with the teachers. ‘Why did this happen?’ And ‘What can we do to help him.’Quadrant IV represented one parent who reported medium-high parental involvement after participating in the program and the adolescent reported low-medium (community college) academic goals. This quadrant included parents who had some communication with teachers, some involvement in school and at home, some communication with their adolescent about school, sought some academic resources, and demonstrated little to no life advice. To illustrate this quadrant, a mother, Ashley who reported a 6th-grade education level or less, represented medium-high parental involvement. Her son, Alex attended middle school and aspired to attend a community college. Below, she described what she and her family did to help Alex academically:3.4.Yes, like sometimes we get tutoring or, sometimes um they help me with homework. So, my mom is taking high school, like she’s finished high school but she’s still taking some classes. She helps me or sometimes I can help her. So, we’re like, so we’re like working together to like, achieve our goals.When asked how her parents are involved in school, Gina stated the following:Uh, they’ve pretty much stayed the same and they’re pretty close, so yeah. Um, they’re involved, my mom. She’s usually attending district meetings or she’s checking out ‘oh this high school is pretty good’ or sometimes I could be like ‘oh hey mom there’s this program in school. Can I join it.’ And my dad, he usually provides us, ‘okay, here’s some money’ and likes to attend the program.A fourth axial grid was created to represent the association between adolescents’ perceived parental involvement and their own academic goals after the college knowledge program, see Um, most likely my mom … she, yeah, she has changed. She thinks twice about the things she says [be]cause you know it’s not that easy. Like sometimes they would leave me homework and sometimes they won’t so when, when they do and they see me work all night. They know I’m doing something you know.When asked about how his parents were involved in school, Frank stated:They’ve been involved before, yeah, in school. They were asked since my mom was, used to work for the school. Yes, so she, she basically knows everyone there so honestly, she is not going to know (answered laughing). Yes, of course. Yeah, asking for my grades, yeah.Quadrant II demonstrates three adolescents who reported medium to low parental involvement and medium (university) to high (masters) academic goals. Adolescents also reported medium-low (college) to medium-high (university) academic goals. These adolescents perceived their parents as having some or no communication with teachers, some or no involvement in school, some communication with their adolescent about school, some involvement at home, sought for some resources at school or outside of school, and gave them some life advice. To illustrate, when asked what his family is doing to help him achieve his goals, Frank, a high school student who reported aspiring to attend a community college education before beginning the program and aspiring to pursue a master’s degree after participating in the program, demonstrated medium levels of perceived academic parental involvement:Quadrant III represented two adolescents who reported medium-low perceived parental involvement. Adolescents also reported medium-low (community college) and low (high school) academic goals. These adolescents perceived their parents as having some or no communication with their teachers, some or no involvement in school, some or no communication with them about school, some involvement at home, sought for some resources for them at school or outside of school, and gave them some life advice. To illustrate an adolescent in Quadrant III, Alex a middle school student reported low parental involvement and medium-low (community college) academic goals. When asked what his family is doing to help him achieve his goals, Alex stated: “They’re helping. They take me to tutoring.” When asked how his parents are involved in school, Alex stated the following: “They called the teachers to see how I was doing, yeah.”Quadrant IV represented medium to high parental involvement and medium (university) to low (high school) academic goals. No adolescents were represented in quadrant IV. Overall, 10 of the 12 adolescents who were in the first two quadrants indicated low to high levels of perceived parental involvement and medium (university) to high  academic goals after participating in the college knowledge program.3.5.Changes in parents’ reports of parental involvement and adolescents’ reports of academic goals emerged from pre-program to post-program. In Quadrant I, five parents remained in the medium to high level of parental involvement, however, increases in adolescents’ academic goals emerged from community college to university and from university to doctoral studies. One family with a medium-high parental involvement had a slight decrease in adolescent’s academic goals from master’s to four-year university. A second family with high parental involvement had an adolescent who remained the same in their academic goals (four-year university). In Quadrant II, one parent increased in parental involvement from low to medium and the adolescents’ academic goals remained the same . There were also increases in adolescents’ academic goals from university to masters or university to doctoral studies/medical school.Quadrant III represented one parent who decreased in parental involvement from medium to low and the adolescent decreased in her academic goals from medium-low (community college) to low (high school). Lastly, Quadrant IV demonstrates one parent who remained at the same level of parental involvement (medium-high) after participating in the program and the adolescent’s academic goal remained the same (community college).The study’s findings demonstrated pre-post changes in parental involvement and adolescents’ academic goals. Overall, findings indicated that a majority of parental academic involvement remained relatively the same in the axial grid after participating in the college knowledge program. It is important to highlight that these families were involved in their adolescents’ academic experiences before beginning the college knowledge program and continued to be involved after participating in the program. Therefore, a shift in parental involvement for all parents may not be visible if parents continued their involvement. It is also important to highlight that parents added to their parental academic involvement.3.6.Changes in adolescents’ reports of parental involvement and their own academic goals emerged after participating in the program. For instance, in Quadrant I two adolescents  shifted from medium-high to medium-low perceived parental involvement, however, the academic goals for one adolescent increased from medium (university) to high (masters) and for the other adolescent there were no changes in their academic goals. In Quadrant II, three adolescents  shifted from medium-low perceived parental involvement to medium-high parental involvement, and for two of these adolescents, their academic goals also increased from medium (university) to high (masters), and for the other adolescent there were no changes in their academic goals. In Quadrant III, no adolescents shifted in their perceived parental involvement, however, one adolescent (Frank) increased in his academic goals from medium-low (community college) to medium-high (masters). Lastly, in Quadrant IV, one adolescent decreased in her level of perceived parental involvement from medium-high to medium-low and decreased in her academic goals from medium-low (community college) to low (high school).4.The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. After participating in the program, parents’ reports of their involvement suggested that their involvement remained relatively the same. Half of the adolescents indicated increases in their academic goals  and went from reporting medium (pre-program) to high levels (post-program) of perceived parental involvement. This study’s findings indicated that after parents and adolescents participated in the program, shifts in perceived parental involvement and adolescents’ academic goals emerged. The current study findings also identify the possibility of a program to help families access additional capital that will allow them and their children to traverse through academic pathways and higher education.It is important to highlight that all of the parents were involved in their child’s education before beginning their participation in the college knowledge program. After analyzing parents’ reports of their involvement at home and school before and after participating in the college knowledge program, 8 out of the 11 parents who participated in this study remained in the same quadrant for parental academic involvement. Specifically, two parents’ academic involvement increased after participating in the program. These parents reported a high school education level and a college education level. Parents’ education level may have been associated with their level of involvement and knowledge about the U.S. education system. The average education level for parents in this sample was 7.33 years. Therefore, it is also possible that these parents’ human capital may be associated with their familiarity with the process associated with pursuing higher education and how their involvement can continue to help their children. In contrast, two parents decreased in their involvement after participating in the program. These two parents had a 6th-grade education level or less, which was slightly below the average parent. It may be that these parents’ low levels of education may have played a role in how they continued their involvement in their child’s academic experiences. For example, not being familiar with U.S. formal schooling may limit their understanding of the processes of their involvement in their child’s education.Another important factor to consider is parents’ attendance in the sessions. Parents’ attendance during the college knowledge program varied. The average attendance was 4.0 sessions for adolescents and 4.3 sessions for parents. More specifically, the parent who demonstrated a decrease in her parental involvement after participating in the college knowledge program (Josie) only attended two of the six sessions. It is possible that parents’ attendance was also associated with the information that parents learned and how they continued to employ their involvement in their child’s academic experiences. It is important to highlight that although a majority of parental academic involvement remained relatively the same after participating in the college knowledge program these families were involved in their adolescents’ academics before beginning the program and continued to be involved after participating. Furthermore, since these parents were already involved in their children’s academic experiences, after participating in the college knowledge session they continued or added to their existing parental involvement. Therefore, parents in the medium-to-high quadrant remained in the same quadrant after participating in the program. This finding parallels those of the Parent Institute for Quality Education on parent involvement where parents reported changes in their communication with their children and their teachers . ParentsParents’ and adolescents’ reports of parental involvement also indicated the frequent forms of capital that existed within these families. Parents demonstrated aspirational capital, navigational capital, and social capital. This is important to highlight because aspirational capital demonstrates the hopes and dreams that parents have for their children to succeed despite challenges they may experience. Through this sense of aspirational capital families also demonstrated navigational capital as indicated by parents reports of how they do what they can to attend parent–teacher meetings, communicate with teachers about their child’s progress, and inquire about tutoring services. Through families’ reports of how they navigate with their children in school, these families also demonstrate a sense of social capital as parents report how they develop relationships with the school and tutoring centers. The majority of the parents held low levels of human capital, yet they held additional sources of capital as highlighted by the Community Cultural Wealth model   to medium (university). Two adolescents increased from medium (university) to high  and three adolescents increased from medium (university) to medium-high (masters) in their academic goals. These findings indicated that 6 of the 12 adolescents had an increase in their academic goals after participating in the program. Of these six adolescents with increases in academic goals, three were in high school and three were in middle school. It appears that there are no grade-level differences in academic goals, yet a larger sample size that includes both middle and high school students is needed to test for grade related differences in academic goals after participating in the program. One potential explanation for the changes that emerged in adolescents’ academic goals is that parents’ participation in these sessions may have changed their behaviors or awareness of college, that played a role in how they interacted with their children about school, which in turn could have served as a motivator for adolescents increased academic goals.The findings on the adolescents’ perceived academic parental involvement revealed that 7 of the 12 adolescents reported medium to high parental involvement and medium to high academic goals after participating in the program. Four of these adolescents were in middle school and three were in high school. Although we are not able to test for grade-level differences between middle school and high school adolescents on their perceived parental involvement, these results demonstrate that high levels of perceived parental involvement exist for middle school and high school students. These results align with The Educational Resources Institute (TERI) report finding that college preparator information and guidance are major components in realizing students’ college goals . This 20After adolescents participated in the program, six adolescents demonstrated an increase in their parents’ perceived involvement, while four adolescents decreased in their perceived parental involvement. It may be that for the four who had decreased parental involvement, they did not believe that their parents were as involved in their education  after learning about all the steps and procedures needed to prepare for college admission. These adolescents may have realized that although their parents were involved at home and school, they were not providing them with the college knowledge due to their parents’ unfamiliarity with the U.S. educational system. A previous study focused on parents and adolescents in an engagement program found that the program served as a vehicle for parents’ development of their college knowledge and insight into their child’s academic experiences . CollegePrevious studies highlight the value that Latino parents place on their children’s academic experiences and the pursuit of higher education . Due to The study findings can inform other community-based organizations to adopt similar college knowledge and preparation programs for parents and adolescents to help them and their children as they prepare to attend a post-secondary institution. Furthermore, these findings can inform how middle schools and high schools can capitalize on their students’ college knowledge and possibly implement programs for their students and their families to help them increase their college knowledge and awareness of the steps associated with college admission. These programs can also employ a parent component that informs parents on how they can continue their involvement in their child’s academic experiences.Universities or colleges should also consider developing partnerships with middle schools and high schools and invest in a college knowledge program to increase students’ college knowledge. These findings can also inform school counselors about the information that should be made accessible for both parents and adolescents to develop a partnership between families and schools to help students apply to universities. In addition, the findings of this study can inform policies on the impact of a college knowledge program and inform them of the value of providing funding for middle schools, high schools, and community-based organizations to deliver a college knowledge program for families.5.The current study findings indicated changes in parents’ and adolescents’ reports of parental involvement and changes in adolescents’ academic goals, but results must be considered in light of some limitations. For instance, a total of 11 parents and 12 adolescents participated in the current study and as a result, these findings cannot be generalizable to the larger Latino population. Furthermore, this study took place in the greater Los Angeles area and may not be representative of Latino populations in other geographical locations. This study included a majority of families who were participants of a community based non-profit organization that aims to provide families with educational training opportunities, thereby, indicating that these families were already involved in some form of academic involvement with their child. This may not be the case for all parents who do not have a community-based organization with similar services in their communities. Also, study findings indicated that adolescents in middle school and high school both increased in their perceived parental involvement and academic goals. Future studies should include a larger sample size to identify the significance of students’ grade level on their academic goals and perceived parental involvement.Participants varied in their attendance ranging from two to six sessions, which was not examined in this study. Future research should consider parents’ and adolescents’ attendance in a college knowledge program to measure how attendance plays a role on college knowledge gains and changes in parent involvement and academic goals. Also, each program session lasted 1.5 h, every three weeks, for a total of nine hours for the whole program. Given that the program was extended across 18 weeks it is possible there could be maturational threats to validity. For example, adolescents could have been receiving college knowledge information from additional sources such as a mentor or counselor in the students’ lives, that were not accounted for; therefore, it is possible that students’ academic goals increased after the program because of extraneous variables that were not measured in the study.Future studies should aim to examine the long-term impacts of a college knowledge program and investigate if parental academic involvement remained and persisted throughout the high school years. In addition, a longitudinal approach can help researchers and educators better understand the impact of this type of program on adolescents’ grades, completion of courses required by California universities (A-G requirements), and university enrollment. A follow-up study should also examine how much information families can retain in the future and how parents and students are applying the tools they learned.6.The current study adds to existing knowledge of college knowledge programs for parents and their children. The goal of this study was to capture changes in parental involvement and academic goals before and after participating in a college knowledge program in a community-based organization for parent-adolescent dyads. Additionally, through parents’ and adolescents’ reports, we were able to better understand the sources of capital that families possessed, which further indicated the different levels of parental involvement that may not always be tangible and often go unnoticed. This study shines light on the possibility to help families’ access additional capital that will allow them, and their children traverse through the educational pipeline and together achieve the academic goals to which many of these families aspire.


GIBLIB (4.0). GIBLIB, 811 W 7Th Street, 13th Floor, Los Angeles, CA; https://www.giblib.com/; Contact for institutional pricing https://www.giblib.com/services/institutional-pricing; Individual pricing structure: Basic, Standard, and Premium plans. Compatible with PC, Mac, tablet, and mobile. GIBLIB, which sometimes refers to itself as the “Netflix of medical education,”  is an onCompany founders are CEO Brian Conyer and co-founder Jihye Shin . The chiThe target audience for GIBLIB is healthcare providers, trainees, and students. The experts featured in the resource primarily include physicians, but advanced practice providers, physical therapists, pharmacists, and others in healthcare roles are represented. The coverage includes a wide variety of specialties, making the content relevant to a broad health sciences audience.The videos can be used by practicing providers for their own learning and continuing education. Continuing Medical Education (CME) credit is available through the premium level individual subscription and may be an option for institutional subscribers. The content can be used by students and trainees to explore any topic or specialty of interest as well as a supplement to educational programs for these groups. Procedural videos  in particular can be used to supplement educational programs or to augment training in the instance of in-person learning disruptions such as those caused by the COVID-19 pandemic.Navigation in GIBLIB is easy and intuitive. Users can explore the content in several ways: search by keyword, browse by category, or view the catalog. Most aspects of the resource can be accessed seamlessly without registering for a personal account or logging in; institutional users do need to create an account and log in to make use of bookmarks, CME (if included), and playlists.From the main interface, a left sidebar provides navigation to “Home,” “Browse,” “Bookmarks,” “CME,” “Playlists,” “Catalog,” and “Tutorial” . The HomThe resource is designed to work on desktop, tablet, or phone, and all features are available on all devices with Chrome being the recommended browser. On a smaller laptop screen, the long lists of “Specialties” subtopics in “Browse” could not be viewed at once. With touchscreen or arrow keys, moving the list to access the remaining subtopics was possible but not intuitive. Similarly, on the reviewer's iPhone, the more granular levels of the “Specialties” were difficult to select and access. Navigating the video carousels on the main page was difficult on a laptop screen but worked seam-lessly on phone and tablet. Perfecting the ease of access across devices would make the resource more user friendly for faculty and students who would be likely to access the resource from a wide variety of devices.The video player controls are similar to those users are likely to have experienced on other streaming video platforms, including skip back 10 seconds, skip ahead 10 seconds, sharing options, playback rate, captions, picture-in-picture mode, full-screen mode, and playback quality levels. The captions are available in English, Spanish, Korean, and simplified Chinese, and they are powered by Google. As such, errors do occur and are similar to those seen in other software with automatic captioning or transcription features. The transcripts appear to be based on the captions, so errors may be found. However, the transcripts are fully searchable and allow users to skip ahead to a specific place in the video based on the text. Notes allow users to save any information learned from a video; notes created for a video can also be downloaded.As of this writing in January 2022, the resource contains nearly 4,500 videos. Of these, 75% of the videos are associated with Mayo Clinic; the remaining 25% of videos are affiliated with another 14 organizations, including Society for Thoracic Surgeons and Cleveland Clinic. New content is added regularly [Videos come in a variety of types. Procedural videos are primarily surgeries and include general, plastic and reconstructive, cardiothoracic, orthopaedic, and oral and maxillofacial surgery. Some surgery videos are 360 virtual reality (360VR). In these videos, the user sees a wider shot of the operating room and simultaneously a virtual screen showing a close view of the procedure itself . Users cOther video types are in the format of one-on-one conversations, interviews, conference presentations, discussions, or lectures, and cover a variety of topics. Some present a featured speaker talking about a particular area of expertise which may run anywhere from a few minutes to a halfhour or more. Many of the lecture and conference presentation videos provide the audio of the speaker and show a slide deck. On occasion a slide deck may have blanks, which occurs when content is removed due to copyright restrictions .The metadata for each video provides a brief description of the content, the name of the expert, the affiliated institution, filming date, and publication date. A beneficial addition would be a short list of objectives accomplished by the video enabling medical educators to determine whether a particular video might be appropriate for an educational purpose. This would help educators determine whether to invest their time in watching the video prior to assigning it to trainees or students. Another feature not currently available would be an option for creating a citation for any video and then exporting the citation to a reference management software allowing students and faculty to incorporate the material into lectures or class assignments easily. Even a suggested format for citing any video in the FAQ section would be of use.In the “Browse” section of the navigation sidebar, “Specialties” currently includes 36 content areas  with many of these content areas including subspecialties. The amount of content for each specialty varies; for example, many more videos are available for “Surgery” and “Internal Medicine” than for “Dermatology” and “Emergency Medicine.” Users can also browse by “Conferences,” which contain a variety of videos, such as recordings of a COVID-19 Live Webinar Series from Mayo Clinic. However, this section appears to be in development because at the time of this writing some of the collections have no content assigned. Another browsing option is “Courses” which provides predefined collections of videos about a specific topic. Some examples include GIBLIB and Cedars Sinai Present: Topics in Gender Dysphoria (3 videos), Opioids (9 videos), or Care of the Older Adult (15 videos). Users can also browse by specific “Organizations,” “Experts,” or “Hot Topics.”Institutional pricing is customized according to the size of the organization. Institutions should contact GIBLIB for further details.Free trials lasting 4 days are available for any user. Individual subscription plans include the basic plan at $20/month , the standard plan at $60/month , and the premium plan (includes CME) at $83/month for one year. The premium plan can also be purchased for 2 years ($1500 one-time payment) or 3 years ($1800 one-time payment). A discount of 50% is available on individual subscriptions for residents and students.Though many health sciences resources provide some video content, the exclusive focus on videos as well as the depth and breadth of topics available make GIBLIB a unique and excellent medical education resource for faculty, trainees, and students. The resource will meet many individual users own learning goals within their specialty but also provides them with options to explore topics outside of their specific discipline. The platform has great potential as a resource that faculty can use in supporting the curriculum of a number of health sciences educational disciplines. The ease of use on all devices will allow users to watch content on whatever platform they prefer, and the options for bookmarking and creating playlists allows users to prioritize, customize, and manage their learning.