Central American Immigrant Families during COVID: Childcare, Education, and Work Experiences

• In Event: Families’ Work-childcare Coordination in the Context of Low-wage Work, Precarious Schedules and the COVID-19 Pandemic

Abstract

Latinx immigrant communities experienced some of the highest COVID infection rates, with a rate four times that of white communities (CDC, 2020). Immigrants comprise 20% of US workers in the industries most impacted by layoffs (ie. cleaning, childcare, personal services), while also having lower incomes and limited access to safety-net systems compared to their US-born peers (Ewing-Nelson, 2020; Gelatt, 2020). COVID brought attention to existing structural inequities related to childcare, education, employment, and housing (Rosenzwig-Ziff, 2020; Malik et al., 2020). Using a Community-based Participatory Research (CBPR) approach we examine the child care, education, and employment experiences of Central American immigrant families who are low-income and mixed status, and living in an immigrant enclave outside of Washington, DC with a positive test rate of 40% (Rodriguez, 2020), during the COVID-19 pandemic.
Methodological Approach
CBPR is an approach to research that fosters partnerships between researchers and often historically-excluded communities, shifts power from researchers to communities, and supports community engagement throughout the research process (Israel et al., 2012; LaVeaux & Christopher, 2009; Minkler & Wallerstein, 2008). In response to COVID, our Community Advisory Board (CAB) (formed in 2014) examined the social and living conditions of and local systems responses to Latinx immigrant families rearing young and school-age children. The CAB, and our family and community engagement partners co-created the interview protocols. CAB members recruited 23 mothers to participate in 60-90-minute in-depth interviews (conducted in Spanish by University researchers via Zoom videoconference).
Preliminary Findings
Participants experienced a range of interconnected challenges related to childcare, education, employment, and housing, as well as increased levels of fear for family health and safety and community shaming if COVID positive. Even before COVID, many participants lived in shared housing (often with strangers) and were reliant on community food supports. For nearly all participants, COVID exacerbated economic insecurity. Shared housing challenged quarantine efforts. No families who had been in center-based early care and education (ECE) in February 2020 were back in ECE by summer. The majority of participants and their partners lost employment (ie. cleaning, restaurant work, construction) or experienced decreased work hours in March 2020. While some participants were back to work by summer, few were back full time. Those who returned to work were worried about putting their families’ health at risk due to exposure at work and childcare. Some worked nights so they could care for their children during the day to reduce risk of virus exposure through neighbor care. Others relied on older siblings for care and asked neighbors to check-in on the children throughout the day. Mothers employed fulltime during the day continued to rely on highly trusted friends for care of their children. Many participants were caring for preschoolers and supporting online learning for their school age children. Despite difficulty supporting their children’s education due to limited formal education and challenging contexts, participants maintained high expectations and supportive learning environments for their preschool and school-age (with materials often provided by schools). Findings from this study hold implications for research, practice, and policy.

Authors

• Colleen Vesely, George Mason University
  Presenting Author

• Bethany L. Letiecq, George Mason University
  Non-Presenting Author

• Elizabeth Davis, George Mason University
  Non-Presenting Author

• Rachael D. Goodman, George Mason University
  Non-Presenting Author