Return-Migration to Mexico and the Gendered Transnational Migration Process.

The Mexico-USA border is one of the most active borders in the world with many migrant men traveling to the United States to serve as "breadwinners" for their families. Yet knowledge within psychology is limited regarding how Latino migrants' masculine identities may be shaped within the migration context as a vast majority of studies are set within the United States. This gap in the literature continues to exist despite many Latino migrant men's engagement in transnational lifestyles involving multiple migrations between their country of origin and the United States. A more complete investigation of all phases of the migration journey, including return-migration, is then vital in the understanding of migrant men's experiences. Guided by gender strain theory and transnational conceptual frameworks, we used case study methodology to examine masculinity among return-migrants in Petlalcingo, Mexico to understand how migration-related life events relate to masculinity by identifying key moments and turning points within their migration process, such as: the decision to migrate, the migration journey, adjustment and acculturation in a new country and return-migration. Findings elucidate a gendered migration process as well as key variables that can be utilized in the development of larger binational studies examining masculinity and migration.

Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students.

A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field's resources for addressing the important goal of cultural competence training.