Monique Matute-Chavarria, Ph.D., Kimberly Knox, Ph.D., Charles Becknell, Ph.D., Joseph Ulibarri, Ph.D., Natalie Snow, M.S.
Abstract
The COVID-19 pandemic, compounded by systemic racism and social unrest, has left enduring impacts on students of color in higher education. This paper responds to these challenges by bringing trauma-informed and culturally relevant pedagogy into the dialogue. The proposed framework recognizes trauma, affirms student identities, and builds on cultural assets rather than deficit models. Practical strategies for faculty include trauma-sensitive teaching, culturally affirming curricula, and cocreated learning experiences that strengthen equity and inclusion. The paper also highlights the importance of faculty development in trauma-informed practice and institutional commitments to equitable access and support. By integrating these two pedagogical approaches, this paper advances a holistic model for reimagining higher education and offers actionable steps for creating learning environments where students of color can thrive as learners and knowledge producers.
Recommended Citation
Matute-Chavarria, M., Knox, K., Becknell, C., Ulibarri, J., Snow, N. (2025). Cultivating resilience: Trauma-informed and culturally relevant pedagogy postpandemic. Midwest Journal of Education, 2(2). https://doi.org/10.69670/mje.2.2.7
DOI
Corresponding Author
Monique Matute-Chavarria, Ph.D., Assistant Professor, Special Education, School of Teacher Preparation, Administration, and Leadership, New Mexico State University MSC 3TPAL, P.O. Box 30001 Las Cruces, NM 88003-8001
Email: [email protected]