Books and Literature

Education During Covid 19

EDUCATION DURING COVID 19

Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic
^{By Claudia García-Louis, Monica Hernandez & Mona Aldana-Ramirez}

The disruption to higher education institutions across the United States created by COVID-19 affected more than 20 million college students. States cancelled in-person classes and campus activities quickly shifted to remote and virtual learning. The pandemic, along with its economic impact, altered education for community college students, creating a traumatic event that exasperated mental health conditions. In addition, job loss increased food insecurities drastically during COVID-19 and students across the country turned to their colleges for wraparound services. In this proposal, the authors review the impact of COVID-19 on marginalized college students, specifically Latinx students in a South Texas college. The findings revealed that Latinx students navigated virtual learning differently and were impacted by their access to technology, as well as their access to mental health services and food pantries.

^{Claudia García-Louis, Monica Hernandez & Mona Aldana-Ramir}^{ez (2022): Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic, Journal of Latinos and Education, DOI: 10.1080/15348431.2022.2039152}

Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic

The COVID-igital Divide First-Generation Students’ Experiences During the COVID-19 Pandemic Connecting Communities During COVID-19 Redesigning College Admission: COVID-19, Access And Equity

Self Compassion

Bäzner, E., Brömer, P., Hammelstein, P., & Meyer, T. D. (2006). Current and former depression and their relationship to the effects of social comparison processes: Results of an internet-based study. Journal of Affective Disorders, 93(1–3), 97–103.

Brach, T. (2003). Radical acceptance: Embracing your life with the heart of a Buddha. Random House.

Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.

Kristin Neff: The Three Components of Self-Compassion. (n.d.). YouTube. Retrieved March 29, 2023, from https://www.youtube.com/watch?v=11U0h0DPu7k&t=27s.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. https://doi.org/10.1037/0022-3514.77.6.1121

McIntosh, R. D., Fowler, E. A., Lyu, T., & Della Sala, S. (2019). Wise up: Clarifying the role of metacognition in the Dunning-Kruger effect. Journal of Experimental Psychology: General, 148(11), 1882-1897. https://doi.org/10.1037/xge0000579

Neff, K. (2020, July 9). Definition and three elements of self-compassion: Kristin Neff. Self Compassion: Dr. Kristin Neff. Retrieved March 29, 2023, from https://self-compassion.org/the-three-elements-of-self-compassion-2/#3elements

Neff, K. D., Tóth-Király, I., Knox, M. C., Kuchar, A., & Davidson, O. (2021). The Development and Validation of the State Self-Compassion Scale (Long-and Short Form). Mindfulness, 12(1), 121-140.

Neff K. (2011). Self-compassion: the proven power of being kind to yourself (1st ed.). William Morrow.

Neff, K. D. (2003). Development and validation of a scale to measure self-compassion. Self and Identity, 2, 223-250.

Scott, E. (2020, November 26). The stress of social comparison. Verywell Mind. Retrieved March 29, 2023, from https://www.verywellmind.com/the-stress-of-social-comparison-4154076

White, Judith & Langer, Ellen & Yariv, Leeat & Welch, John. (2006). Frequent Social Comparisons and Destructive Emotions and Behaviors: The Dark Side of Social Comparisons. Journal of Adult Development. 13. 36-44. 10.1007/s10804-006-9005-0. McCarthy, P. A., & Morina, N. (2020). Exploring the association of social comparison with depression and anxiety: A systematic review and meta-analysis. Clinical Psychology & Psychotherapy, 27, 640–671. https://doi.org/10.1002/cpp.2452

Wong, K. (2017, December 28). Why self-compassion beats self-confidence. The New York Times. Retrieved March 29, 2023, from https://www.nytimes.com/2017/12/28/smarter-living/why-self-compassion-beats-self-confidence.html

VALIDATION THEORY

Birthing Internal Images: Employing the Cajita Project as a Contemplative Activity in a College Classroom
^{by Vijay Kanagala, Laura I. Rendón}

This chapter addresses the growing interest in employing contemplative teaching and learning practices in college classrooms. The authors introduce the cajita project, a contemplative activity, which they have employed in their classrooms to help students become refl ective, socially conscious scholar–practitioners in student affairs.

Birthing Internal Images

Ascending Toward New Heights: Building Navigational Capital for Latinx Community College Students
^{by Erin Doran, Paul Hengesteg}

The Ascender program was created in 2012 by Catch the Next Inc., to address the challenges of increasing community college retention and transfer rates, especially among Latinx students in developmental education. This study looks at the experiences of participants in this program and how it provided validating experiences and fostered their navigational capital on campus and through the transfer process. Results show that a rich first-year experience and additional engagement with the Ascender program helps students learn how to better navigate the complex systems of financial aid and transfer processes while also building their confidence as successful college students.

^{Doran, Erin E. and Hengesteg, Paul, "Ascending Toward New Heights: Building Navigational Capital for Latinx Community College Students" (2020). Education Publications. 176. https://lib.dr.iastate.edu/edu_pubs/176}
Ascending Toward New Heights

Teaching Latinx Students With Cariño: Using Validation Theory and Culturally Inclusive Pedagogy in Catch the Next’s Ascender Program
^{by Rafael Castillo}

CTN has grown successfully as a state-wide initiative building a strong, data-driven program that allows students to grow intellectually, to read competently, and to expand their self-worth. The Ascender model enriches students to become civic participants and assume roles for the benefit of all people, regardless of color. Teaching through validation theory increases their self-worth and allows students to influence others and assert their identity skills in classroom environments. It is worth noting that CTN continues to forge ahead in a state with shifting budgets, earning accolades and supporting excellence as one of its foundational colleges, Palo Alto College, earned the Rising Star Award from the Aspen Foundation. Catch the Next’s Ascender Programs continue to gain philanthropic support from the Greater Texas Foundation, the Meadows Foundation, and the Texas Higher Education Coordinating Board.

Teaching Latinx Students With Cariño

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Validating Students in an Online Teaching Environment

Below is a collection of literature to help us understand the importance of validating all students' experiences especially those of first generation college students. COVID has disparately impacted these students and has uncovered the reality that they're facing.

Validating Culturally Diverse Students: Toward a New Model of Learning and Student Development ASPIRATIONS TO ACHIEVEMENT Men of Color and Community Colleges Creando una cultura universitaria: How an Ed Tech non-profit engages families of elementary aged future first-generation Latin@ college students

DISTANCE EDUCATION

Teaching and Learning at a Distance: Foundations of Distance Education , 6th Ed, 2015, by Simonson, Smaldino, and Zvacek.