Editor-in-Chief, Enrique G. Murillo Jr., Ph.D., is Professor of Education at California State University, San Bernardino, where he also serves as the Faculty Director for the CSUSB Doctor of Education (Ed.D.) in Educational Leadership Program and is Founder of the LEAD organization (Latino Education & Advocacy Days). Dr. Murillo currently serves on the White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics Commission under the Biden Administration. He is the founding Editor-in-Chief of both the Journal of Latinos and Education (JLE), and the Handbook of Latinos and Education (HLE). Additionally, he is the Founder of the National Latino Education Network (NLEN).Guest Editor, Frances Contreras, Ph.D., is the first Chicana/Latina dean to head a school of education in the UC system. Her research focuses on diversity and access for underrepresented students and the role of public policy in ensuring student equity. Her research agenda on Hispanic Serving institutions and Latino students has helped to inform systemic approaches to better serving first-generation Latino students. Her work has been published in leading education journals, and her books include Achieving Equity for Latino Students (2011), The Latino Education Crisis (2009) and High-Achieving African American Students and the College Choice Process (2020).Guest Editor, Eligio Martinez Jr., Ph.D., is an Associate Professor in the Educational Leadership Department at California State Polytechnic University, Pomona, USA. His research agenda is focused on understanding the experiences and opportunities for Latino men in community colleges. Dr. Martinez is a research affiliate with Project MALES at UT, Austin and serves as a Senior Research Associate for the California State University Consortium for Young Males of Color.Guest Editor, Jacqueline E. Arroyo-Romano, Ph.D., is Assistant Professor at California State University, San Bernardino, USA. She is a core faculty member in the Educational Leadership Program and a faculty member in the Multiple and Single Subject Credential Programs in the Teacher Education and Foundations Department. Additionally, she is an active member of the CSUSB, Institutional Review Board (IRB), and Graduate Studies Council. She is also a member of the Commission’s Board of Institutional Reviewers for Program Accreditation for the California Commission of Teaching Credentialing. Dr. Arroyo-Romano was a Helen DeVitt Jones Fellow and had the opportunity to work as a policy intern in the U.S. Congress in Washington D.C. This experience solidified her interest in educational policy, including bilingual education and dual language teacher preparation, heritage language development, ethical decision-making, educational equity, and the intersectionality of race, language, culture, diversity, and educational policy. Dr. Arroyo-Romano has also served as the Chair of the Evaluation and Research Special Interest Group at the National Association of Bilingual Education for over a decade.

• Introduction: From the Editor’s Desk 1. Riesgo Y Resiliencia: Exploring the Role of Parenting Stress and Self-efficacy on Young Latino Children’s Well-being and Home Learning Experiences during COVID-19 2. Computers Secured, Connection Still Needed: Understanding How COVID-19-related Remote Schooling Impacted Spanish-speaking Mothers of Emergent Bilinguals with Dis/abilities 3. Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents 4. “We don’t all have the privilege of having our own quiet place”: College Students in a Hispanic Serving Institution during the COVID-19 Pandemic 5. “It Wasn’t Only the Pandemic:” A Collaborative Autoethnography of Latinx Women in Higher Education Navigating the COVID-19 Pandemic in Rapidly Shifting Immigration Contexts 6. Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic 7. Transitioning during a Pandemic: Examining the Institutional Response to the COVID-19 Pandemic for Latina/o/x First Year and New Transfer Students 8. A Critical Race Spatial Analysis of Rural Latinx Students’ College (In)Opportunities and Conscious Choices during the COVID-19 Pandemic 9. Contextualizing the Impact of the COVID-19 Pandemic on the Educational Experiences and Outcomes of Latinx College Students in Texas 10. Impact of COVID-19 Pandemic on the Future Generation of Latinx Physicians

Editor-in-Chief, Enrique G. Murillo Jr., Ph.D., is Professor of Education at California State University, San Bernardino, where he also serves as the Faculty Director for the CSUSB Doctor of Education (Ed.D.) in Educational Leadership Program and is Founder of the LEAD organization (Latino Education & Advocacy Days). Dr. Murillo currently serves on the White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics Commission under the Biden Administration. He is the founding Editor-in-Chief of both the Journal of Latinos and Education (JLE), and the Handbook of Latinos and Education (HLE). Additionally, he is the Founder of the National Latino Education Network (NLEN).Guest Editor, Frances Contreras, Ph.D., is the first Chicana/Latina dean to head a school of education in the UC system. Her research focuses on diversity and access for underrepresented students and the role of public policy in ensuring student equity. Her research agenda on Hispanic Serving institutions and Latino students has helped to inform systemic approaches to better serving first-generation Latino students. Her work has been published in leading education journals, and her books include Achieving Equity for Latino Students (2011), The Latino Education Crisis (2009) and High-Achieving African American Students and the College Choice Process (2020).Guest Editor, Eligio Martinez Jr., Ph.D., is an Associate Professor in the Educational Leadership Department at California State Polytechnic University, Pomona, USA. His research agenda is focused on understanding the experiences and opportunities for Latino men in community colleges. Dr. Martinez is a research affiliate with Project MALES at UT, Austin and serves as a Senior Research Associate for the California State University Consortium for Young Males of Color.Guest Editor, Jacqueline E. Arroyo-Romano, Ph.D., is Assistant Professor at California State University, San Bernardino, USA. She is a core faculty member in the Educational Leadership Program and a faculty member in the Multiple and Single Subject Credential Programs in the Teacher Education and Foundations Department. Additionally, she is an active member of the CSUSB, Institutional Review Board (IRB), and Graduate Studies Council. She is also a member of the Commission’s Board of Institutional Reviewers for Program Accreditation for the California Commission of Teaching Credentialing. Dr. Arroyo-Romano was a Helen DeVitt Jones Fellow and had the opportunity to work as a policy intern in the U.S. Congress in Washington D.C. This experience solidified her interest in educational policy, including bilingual education and dual language teacher preparation, heritage language development, ethical decision-making, educational equity, and the intersectionality of race, language, culture, diversity, and educational policy. Dr. Arroyo-Romano has also served as the Chair of the Evaluation and Research Special Interest Group at the National Association of Bilingual Education for over a decade.

• Introduction: From the Editor’s Desk 1. Riesgo Y Resiliencia: Exploring the Role of Parenting Stress and Self-efficacy on Young Latino Children’s Well-being and Home Learning Experiences during COVID-19 2. Computers Secured, Connection Still Needed: Understanding How COVID-19-related Remote Schooling Impacted Spanish-speaking Mothers of Emergent Bilinguals with Dis/abilities 3. Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents 4. “We don’t all have the privilege of having our own quiet place”: College Students in a Hispanic Serving Institution during the COVID-19 Pandemic 5. “It Wasn’t Only the Pandemic:” A Collaborative Autoethnography of Latinx Women in Higher Education Navigating the COVID-19 Pandemic in Rapidly Shifting Immigration Contexts 6. Latinx Community College Students and the (In)Opportunities Brought by COVID-19 Pandemic 7. Transitioning during a Pandemic: Examining the Institutional Response to the COVID-19 Pandemic for Latina/o/x First Year and New Transfer Students 8. A Critical Race Spatial Analysis of Rural Latinx Students’ College (In)Opportunities and Conscious Choices during the COVID-19 Pandemic 9. Contextualizing the Impact of the COVID-19 Pandemic on the Educational Experiences and Outcomes of Latinx College Students in Texas 10. Impact of COVID-19 Pandemic on the Future Generation of Latinx Physicians