Presenter(s)

• Zachary Santana, University of Massachusetts, Amherst
• Sarah Fefer, Associate Professor, University of Massachusetts Amherst
• Jamie Stoothoff
• Lijia Wang, School Psychologist Intern, San Francisco Unified School District
• Kelsey Gordon
• Simone Boykin

Abstract

Latinx students represent the largest minoritized group in the U.S. public schools. Between 2000 – 2015, the percentage of White students in U.S. public schools decreased from 61% to 49%, while the number of Latinx students increased from 16% to 26%. These patterns are projected to continue over the next decade (IES, 2019). Despite the increase of Latinx students, public schools in the U.S. have failed to dismantle the numerous systemic barriers that contribute to unequal educational outcomes for Latinx students. This poster illustrates the methods and findings of a systematic literature review of recent (2000 – 2019) research describing culturally responsive interventions that have been shown to effectively mitigate systemic school-based inequities faced by Latinx children and families. The goal of this literature review is to examine the relevant research regarding Latinx students as a whole and then to understand how much of this research has directly included Puerto Rican children and families. We have selected this specific population in order to inform our research team’s partnership with a local school community serving predominantly Puerto Rican students.