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This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.

Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work.

Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued.

This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.

In September 2014, 1,200 unaccompanied immigrant youth, from a region of Central America known for high rates of violence and homicide, enrolled in a suburban school district of New York State. This paper aims to highlight the stories of the newly arrived Central American high school youth, as told through Bilingual (Spanish/English) digital testimonios completed in the English Language Arts classroom. The author examines how the telling of their stories of surviving migration offers a way for the youth to respond to political and emotional struggles. The author also explores how the youth become active participants in the telling of political narratives/testimonios.

Part of a larger ethnographic case study, the author adopts the ethnographic approaches of the new literacy studies. Testimonios as a research epistemology privilege the youth’s narratives as sources of knowledge, and allow the youth to reclaim their authority in telling their own stories.

The integration of critical digital texts into the English Language Arts classroom created a participatory classroom culture where the Central American youth’s digital testimonios can be seen as a shared history of struggles that make visible the physical toil of their journeys, the truth of their border crossings and their enactments of political identities. As a collective, the youth’s stories become part of national and global political dialogues.

At a time when immigrant youth struggle for rights, to further their education and to negotiate the daily experiences of living in a new country, this research offers a unique perspective on the politics of inclusion and exclusion for unaccompanied youth.

Hispanic female (Latina) adolescents have high rates of suicidal behavior. Latinas face suicide risks common to all adolescents, but also face unique risks, including family and acculturation struggles. Life is Precious (LIP), a community-based organization operating in Brooklyn and the Bronx, has developed a comprehensive suicide prevention intervention for Latinas that has been well-received by adolescents, their parents, and the community. The purpose of this paper is to describe an academic-community partnership that has been created to evaluate the program and develop an evidence-based practice (EBP) that can be replicated in other settings.

A quantitative and qualitative research design has been developed to evaluate the current program and identify how it can be scaled into an EBP.

To date, 55 participants have completed the baseline interview. All participants are Latinas age 12-18. In total, 84 percent were born in the USA and 89 percent report fluency in English. About one-third report having repeated a grade in school and over a quarter report a history of sexual abuse. Preliminary findings indicate the effectiveness of LIP. Since the program's inception in 2008, only three participants have been hospitalized for mental health reasons and none have attempted suicide. Participants report improvements in school and family functioning.

Findings may be useful in design of programs (not necessarily suicide prevention) serving immigrant, low income, and urban populations.

LIP is an innovative program that addresses the unique risk factors facing Latina adolescents. LIP's success makes it a promising avenue to learn about preventing suicidal behavior in this vulnerable population.

The purpose of this paper is to describe the diversity of trauma Latin American (LA) refugee children in the USA experience across migration. It proposes ways that practitioners and policymakers can use knowledge from existing research to improve services and respect the rights of LA children.

The paper used a systematic review approach supplemented by additional sources to capture current representative knowledge. The paper uses staged migration and social ecological approaches for organization and discussion.

LA children have historically and contemporarily been exposed to more instances and types of trauma than their non-immigrant US counterparts. LA refugee children have a high need for international protection that is not reflected in the US policy.

Knowledge of possible trauma types among LA children can inform practitioner expectations and prepare them for care management. Officers must be well-trained in both potential trauma-related content and geographic context and have excellent interviewing skills. Lawyers, advocates and judges – the latter who create precedent – play a critical role in children’s cases and should have access to high-quality, geographically and historically relevant and contemporary information.

The levels of violence in Latin America; the rate of child trauma; and the spike in unaccompanied children at the border compels the USA to reassess their positions on (a) refugee caps, (b) asylum screenings and (c) interception-related policies, protocol and practice.

This the first review to specifically focus on empirical trauma research specific to the LA child’s migration experience.

Global evidence suggests that youth offending has reduced; however, this study aims to suggest a more complex picture, with youth crime potentially being displaced to the digital space. Historically, young people and crime have been synonymous with public spaces and being visible. A shift or expansion to online offending requires revision of how the justice and educational systems respond to youth offending.

A systematic literature review explored keywords related to age, digital offence or harm and criminal or harmful nature, using a search, appraisal, synthesis and analysis framework.

Three emergent areas of digital youth crime are discussed: digitally assisted crime, digitally dependent crime and digital harm.

The shift in youth offending requires response adjustment from prevention to detection. Opportunities may exist to disrupt or redirect youth before they offend. Further data specific to digital offending is needed. These findings seek to provide a possible direction for future research.

The concept of digital displacement of youth offending is progressively emerging. This paper examines types of offending categorised into three areas of interest.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness.

This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.

This study aims to explore the stories of two young refugee women, Sue Mar and Amora, and how their adolescent identities, experiences, and beliefs, partially shaped by their English teacher, helped pave their paths to higher education.

This study is guided by the lens of critical literacy as “a way of being and doing” (Vasquez et al., 2019). The authors chose portraiture, a participant-centered methodology, as a response to the historical marginalization of refugees, to bring their voices to the forefront (Lawrence-Lightfoot and Davis, 1997). They draw from interviews conducted with Sue Mar and Amora, document analysis, and an interview with the English teacher.

In Sue Mar and Amora’s portraits, aspiration and determination are seen as primary factors in their college-going. In addition, Sue Mar and Amora were propelled by their English teacher’s support through the cultivation of a loving relationship, high expectations, and critical pedagogical practices. Their family and community fostered beliefs about the power and potential of education, and other refugees served as important role models.

Researchers should explore refugee students’ experiences accessing higher education.

English educators should connect literature to the lived experiences of their students to show that they value their students’ knowledge and past experiences.

Policymakers should consider the role that community colleges play in the lives of refugee students and should support programs including tuition reduction for refugee students.

As only 6% of refugees currently attend college (UNHCR, 2023), it is essential to understand factors that contributed to students’ college-going.

This paper aims to provide a snapshot of K-12 Latino families’ beliefs about education, their awareness and interest in science, technology, engineering and math (STEM) careers and their perceived educational challenges. It builds on the existent body of literature by dispelling pervasive notions that Latino parents do not value education. It contributes to the field by providing evidence of Latino parents’ beliefs, awareness and interest in STEM careers for their children.

This study reports the results of a focus group needs assessment conducted with Latino parents, surveys and interviews collected for three years during Latino family-focused events.

Surveyed parents thought children should attend college to prepare for a better future and career decisions should be dependent on their preference and vocation. They believed STEM careers were important for the Latino community and reported talking to their children about having a job in STEM. Parents perceived several challenges for their children’s education, such as cost, immigration status, lack of information and language barriers.

Stereotypes regarding Latino family’s beliefs about education have implications for how school systems, educational gatekeepers and stakeholders perceive these students’ opportunities. This paper discredits the perception that Latino parents are not interested in their children attending college or pursuing STEM careers.

There is a dearth of information about Latino families’ perceptions of their children’s educational goals, knowledge of STEM careers and their interest in such fields. This paper provides a fundamental step toward filling that gap.

The purpose of this paper is to highlight various ways in which micro-aggressions and other forms of institutional oppression have affected subaltern professors and students in the academy.

This qualitative case study draws from testimonios collected from fall 2010 to spring 2016. Six testimonios are incorporated in the study, and they stem from a various set of data. These testimonios show patterns across data set regarding systemic oppression subaltern that professors have experienced in the academy.

As the findings of this study show, subaltern professors face intersecting forms of discrimination – often race, language, accent, gender, and class based – in predominantly white institutions. Their testimonios unravel the complexity of the professional, academic, and personal lives of these professors highlighting their professional achievements and successes. Their testimonios demonstrate at the same time the ways in which various forms of oppression might have limited their life chances and opportunities.

Suggestions are made as to how social justice educators and policy makers can collectively challenge and eradicate these social wrongs.

This paper is an original take on both micro-aggressions and institutional oppression affecting subaltern professors and students.

Employees have gradually adopted social media sites and their applications that have been associated with enhanced communication and collaboration at the workplace. However, social technologies have both positive as well as negative consequences. The current study examines the impact of loneliness on employees' psychological well-being (PW); subsequently, the mediating role of social media use intensity (SMI) at the workplace. It also examines the moderating role of gender and management status of employees.

The present study conducted an online and offline survey using a cross-sectional design. Data were collected from 206 working professionals from the IT industry in India. Structural equation modelling was applied to analyse data.

Results revealed that employee loneliness is positively associated with SMI. Employee's SMI was positively associated with enhanced PW. Unexpectedly, employee loneliness is positively and significantly related to PW. However, the moderating roles of gender and management status of employees were not supported.

The current study can help managers, policymakers and organizations better understand the role of employee social media use in the workplace. Using the insights and understanding offered by the study, social media can be effectively utilized in the workplace. The study recommends that organizations may allow the use of social media at the workplace. Social media resources may also be helpful in improving employee communication and digital literacy.

The current study is a pioneer work and contributes to the literature by examining the relationship between loneliness, SMI and PW. This study has essential theoretical and managerial contributions.