Bilingual Latina Preservice Teachers Living Through Pandemic Trauma

• In Event: Sheraton Roundtable Session Fifteen
  In Roundtable Session: Critical Theory and Culturally Affirming Research in Latinx/e Scholarship (Table 5)

Abstract

The COVID-19 pandemic continues to adversely affect aspects of our lives with an elusive end in sight. Significantly impacted is education. In this qualitative study, we examine the traumatic experiences of bilingual Latina pre-service teachers in California and Texas. Tasked with developing content for their students while also being students themselves positions them in a very unique and stressful situation imbued with multiple forms of trauma. Utilizing Community Cultural Wealth (Yosso, 2005) as a framework, we examine how bilingual Latina pre-service teachers worked through the challenges of the pandemic and other traumas in empowering ways. Findings suggest the need for reimagining teacher education programs to address the challenges faced by future teachers. Implications for practice, policy, and research are presented.

Authors

• Ana K. Soltero Lopez
  Presenting Author

• Lucy Arellano, University of California - Santa Barbara
  Presenting Author

• Delia Carrizales, Texas Tech University
  Non-Presenting Author

• Brandy Piña-Watson
  Non-Presenting Author