ABSTRACT
BACKGROUND: Latinx populations have experienced disproportionately high case rates of COVID-19 across the USA. Latinx communities in non-traditional migration areas may experience greater baseline day-to-day challenges such as a lack of resources for immigrants and insufficient language services. These challenges may be exacerbated by the COVID-19 pandemic. OBJECTIVE: This article describes the results of an initial community health needs assessment to better understand the prevention and care of COVID-19 infection in the Cincinnati Latinx community. METHODS: We used convergent mixed methods to examine barriers and facilitators to COVID-19 prevention and care for those with infection. RESULTS: Latinx adults ≥ 18 years old completed 255 quantitative surveys and 17 qualitative interviews. Overarching mixed methods domains included knowledge, prevention, work, challenges, and treatment. Quantitative results largely reinforced qualitative results (confirmation). Certain quantitative and qualitative results, however, diverged and expanded insights related to caring for COVID-19 infection among Latinx adults (expansion). There were infrequent contradictions between quantitative and qualitative findings (discordance). Primary barriers for the Latinx community during the COVID-19 pandemic included insecurities in food, jobs, housing, and immigration. Key facilitators included having trusted messengers of health-related information. CONCLUSION: Public health interventions should be centered on community partnerships and the use of trusted messengers. Wraparound services (including resources for immigrants) are essential public health services. Close partnership with employers is essential as lack of sick leave and mask supplies were more frequent barriers than knowledge. These findings emerged from experiences during the COVID-19 pandemic but likely generalize to future public health crises.
ABSTRACT
The COVID-19 pandemic profoundly impacted teaching and learning in K-12 settings, as many public schools lacked the technological tools and techniques needed to support effective virtual meetings and online learning. In this article, we explore the impact of the pandemic on "Youth Built Change" (YBC), a STEM-pipeline partnership between two high schools and a university. In YBC university researchers work with high school juniors to conduct research on substance abuse and addiction in their local school communities. As a school-university partnership which emphasizes multiple types of collaboration (e.g., among students within research teams, between research teams and teachers, between research teams and university research mentors, and between teachers and university research mentors), YBC challenged traditional approaches to teaching and learning before the pandemic. In light of the ways in which the pandemic exacerbated those challenges, and brought forth new ones, this article addresses tools and strategies that were used in YBC to engage students as researchers, insights gained about collaborative work in a virtual environment, and the impact of this year on the YBC program going forward.