Understanding the Learning Experiences of Low-Income Midwest Rural Latinx Youth During COVID-19: A Culturally Responsive Approach.
Saved in:
| Title: | Understanding the Learning Experiences of Low-Income Midwest Rural Latinx Youth During COVID-19: A Culturally Responsive Approach. |
|---|---|
| Authors: | Cedeño, Diana1 (AUTHOR) dcedeno@childtrends.org, Fu, Pingping2 (AUTHOR), Alvarado, Rosalba2 (AUTHOR) |
| Source: | Journal of Latinos & Education. Jan-Mar2025, Vol. 24 Issue 1, p76-90. 15p. |
| Subject Terms: | *COVID-19 pandemic, *Family support, *Culturally relevant education, Hispanic American youth, Rural youth |
| Abstract: | While research acknowledged the challenges faced by students during the COVID-19 pandemic, a critical gap existed in understanding the specific experiences of low-income Latinx youth. This study explored how these students navigated the transition to remote learning through a culturally responsive critical literacy program that incorporated their cultural backgrounds and lived experiences into the learning process. Findings from nine rural Latinx youth revealed a lack of motivation and anxieties surrounding both the remote learning format and the economic hardships their families faced due to the pandemic. Despite these challenges, strong community and family support (bridging & bonding) emerged as a crucial factor in fostering resilience. This research underscores the importance of culturally responsive pedagogy (CRP) that validates Latinx culture and knowledge. It argues against standardized curricula, advocating for a re-envisioned CRP that integrates community-driven initiatives and prioritizes language considerations. Implications for practice are provided. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Latinos & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | While research acknowledged the challenges faced by students during the COVID-19 pandemic, a critical gap existed in understanding the specific experiences of low-income Latinx youth. This study explored how these students navigated the transition to remote learning through a culturally responsive critical literacy program that incorporated their cultural backgrounds and lived experiences into the learning process. Findings from nine rural Latinx youth revealed a lack of motivation and anxieties surrounding both the remote learning format and the economic hardships their families faced due to the pandemic. Despite these challenges, strong community and family support (bridging & bonding) emerged as a crucial factor in fostering resilience. This research underscores the importance of culturally responsive pedagogy (CRP) that validates Latinx culture and knowledge. It argues against standardized curricula, advocating for a re-envisioned CRP that integrates community-driven initiatives and prioritizes language considerations. Implications for practice are provided. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2024.2363442 |
