How are Latinx Immigrant-Origin Youth Dealing with the Absence of an Essential Space of Belonging During COVID-19

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Education, Schooling

Abstract

Introduction. We are living in unsettling times amidst a global pandemic; scholars argue that the effects of the COVID-19 will linger for years to come (International Labour Organization, 2020). Emerging data, for example, suggest that children’s and youth’s physical and mental health, and educational performance will be significantly impacted (Margolius et al., 2020). Of particular concern are the educational losses underrepresented students from low-income and immigrant households will experience from school shutdowns (Dorn et al., 2020). For instance, Latinx immigrant-origin students have reported that schools are an important space of belonging (Enriquez, 2015), where they develop social connections (Potochnick, Perreira & Fuligni, 2012) and enhance their academic wellbeing (Sánchez, Colón & Esparza, 2005). Reports have stated that these youth are facing a unique educational challenge (Weir, 2020), but we know less on how Latinx immigrant-origin youth are adapting to the absence of an important space of belonging (i.e., school), especially in a suburban context. As such, it is essential to understand how the effects of COVID-19 can be disruptive to the academic development and wellbeing of the Latinx immigrant-origin youth.

Using qualitative methods, this study was guided by the following questions: How are Latinx immigrant-origin youth describing their experiences of dealing with COVID-19 restrictions (i.e., removal of their space of belonging; suburban school)? In what ways have COVID-19 restrictions influenced their academic wellbeing?

Population. For this study, a sub-sample of 24 Latinx immigrant-origin youth and young adults from the suburbs of Chicago participated in an audio-recorded semi-structured interview. Participants (54% female) age ranged between 13 to 18 (Mage=15.625) and were in middle school (16%) and high school (83%). Most participants had origins from Mexico (87%) with a few from El Salvador (8.3%) and Cuba (4.1%). Lastly, participants were either first (n=12%), second (83%), or third-generation (4%) and were either in a (1) documented (45%) (3) mixed (50%).

Methods. Semi-structured interviews were conducted on an online platform (i.e., Zoom). Participants were asked to complete the interview in a quiet and private space. Interviews were audio-recorded and typically lasted about 60-95 minutes. Participants were given the option to turn off their video camera with only audio being recorded. This paper implements a hybrid approach of thematic analysis (Braun & Clarke, 2006) and an inductive-deductive process of coding (Creswell, 2013) to glean common themes.

Results. Many participants expressed how saddened they were to lose important spaces of belonging at school due to COVID-19 restrictions. They were particularly impacted by the disruptions to their social connections among peers, teachers, and the safe space that clubs provided; the absence of these spaces impacted their wellbeing (i.e., academic and mental wellbeing). That said, these spaces allowed youth to feel a sense of affirmation and comfort from stressors in their lives (e.g., social exclusion). The researcher will present further findings of how COVID-19 restrictions were particularly disruptive to their family (e.g., parents being essential workers), as well as future research and practice implications.

Authors

• Naomi Yvette Cruz, University of California - Los Angeles
  Presenting Author

• Kimberly Fernandez
  Non-Presenting Author

• Areli Yahucin Martinez-Pizano, University of California - Los Angeles
  Non-Presenting Author

• Guadalupe Lopez Hernandez, Loyola University Chicago
  Non-Presenting Author