Understanding the Learning Experiences of Low-Income Midwest Rural Latinx Youth during COVID-19: A Culturally Responsive Approach
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| Title: | Understanding the Learning Experiences of Low-Income Midwest Rural Latinx Youth during COVID-19: A Culturally Responsive Approach |
|---|---|
| Language: | English |
| Authors: | Diana Cedeño (ORCID |
| Source: | Journal of Latinos and Education. 2025 24(1):76-90. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, Youth Agencies, Hispanic American Students, Culturally Relevant Education, Language Proficiency, Language Role, Low Income Students, Cultural Background, Student Motivation, Electronic Learning, Distance Education, Anxiety, Poverty, Community Support, Family Influence, Resilience (Psychology), Curriculum Development |
| DOI: | 10.1080/15348431.2024.2363442 |
| ISSN: | 1534-8431 1532-771X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453888 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1534-8431 1532-771X |
| DOI: | 10.1080/15348431.2024.2363442 |
