Teaching Economically Disadvantaged Latino Middle School Students in a Pandemic

The COVID-19 pandemic of 2020-2021 was a life-altering phenomenon for educators across the United States. Schools and teachers had to transform their teaching practices practically overnight. Education in most schools across the country conducted distance learning in some capacity. A demographic group that was affected was economically disadvantaged middle school Latino students. This population has historically low high school graduation rates when compared to other demographics. The critical time in middle school was altered significantly during the pandemic. The purpose of this qualitative phenomenology study is to explore faculty experiences teaching economically disadvantaged Latino middle school students in an urban setting in New England and the Middle Atlantic region on the Atlantic Coast of the United States during the COVID-19 pandemic of 2020-2021. This study aims to examine the lived experience of faculty members who educated this population during the COVID-19 pandemic of 2020-2021. The following study contains an introduction to the topic, a review of the scholarly literature on the topic, the methodology of my study, and the results of the study.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2024

Author dc:creator

• Palank, David

Advisor dc:contributor.advisor

• Walker, Scott

• Emergency Remote Teaching (ERT)
• Latino Students
• Middle School Teachers
• Phenomenological Research

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Repository record dc:identifier.uri

https://cdr.creighton.edu/handle/10504/154033

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/154033