Abstract:There have been significant advances in Latinx psychology research in the past two decades, and the field is now in a position to focus on how new methodologies can advance research in this area. The promising new methods can further our understanding of key factors that research has found to be important in Latinx psychology. In this vein, this special issue highlights how methodological advances can advance research on parenting, relationships, community contexts, intersectional identities, intersectional op… Show more
“…Consider whether institutions can support the next generation of education researchers in evolving to meet the changing demographics of our nation’s school communities. Similar to the evolution of the Diagnostic and Statistical Manual of Mental Disorders with respect to classifications for persons with disabilities (American Psychiatric Association, 2013) and the shift in education research toward the use of Latinx (Romero & Umaña-Taylor, 2018) and BIPOC (Black, indigenous, and people of color; Senteio et al, 2021), leaving space for growth and evolution is critical in supporting complete contemporary representation.…”
The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.
“…Consider whether institutions can support the next generation of education researchers in evolving to meet the changing demographics of our nation’s school communities. Similar to the evolution of the Diagnostic and Statistical Manual of Mental Disorders with respect to classifications for persons with disabilities (American Psychiatric Association, 2013) and the shift in education research toward the use of Latinx (Romero & Umaña-Taylor, 2018) and BIPOC (Black, indigenous, and people of color; Senteio et al, 2021), leaving space for growth and evolution is critical in supporting complete contemporary representation.…”
The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.
“…We recommend the use of research techniques (e.g., qualitative and participatory action research) that are suitable for small group design, and include design and analytic strategies that provide sufficient scientific rigor (Etz & Arroyo, 2015). Quality methodological approaches are deeply connected with theory (Romero and Umaña-Taylor, 2018). Thus, conceptual pieces can also provide insight into considerations for how we develop research questions and integrate theory into our methodological stance concerning the study of AfroLatinxs.…”
This article presents a content analysis of empirical publications (i.e., quantitative, qualitative, and mixed methods) regarding the inclusion of AfroLatinxs, and race-related factors in general, in two Latinx-focused psychology journals,
“…This research is approached from a mixed paradigmatic position: qualitativequantitative (Creswell et al, 2003;Pereira, 2011;Guelmes & Nieto, 2015;Romero & Umaña-Taylor, 2018), in the development of an explanatory-proposal process, it was proceeded to explore the structure of a system of indicators, which based on the review of the literature, the conceptual construct was designed (see Figure I), through which the system of relationships between the variables and indicators associated with the evaluation of the online learning and academic programs in higher education is presented.…”
The objective of the study is to determine the stages of the evaluation of learning in online academic programs as a result of the digital transformation impelled by the Covid-19 pandemic in higher education. It is based on the digital transformation adopted in higher education since the Covid-19 pandemic, which accelerated the renewal of existing curricular programs and teaching-learning processes with a fragmented evaluation process. Through an explanatory research -purposeful and qualitative approach, the variables and metric indicators of pertinence, relevance and frequency of production of literature associated with the theme are studied to process the data. Likewise, a questionnaire was designed for the pilot study, selecting 25 teachers as sample units from two accredited private higher education institutions in Colombia located in Santiago de Cali and Barranquilla. The findings determined a 0.946 margin of reliability of the instrument for its application in the second phase and a matrix of indicators and the system of relations on the components and stages of the evaluation system were generated. The systematized practice of the stages is proposed as a conclusive basis for the definition of metrics that determine the incidence on the application of the evaluation of learning from academic programs mediated by digital technologies.
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