The Unexpected Value of the Coronavirus Pandemic in Elevating the Importance of and Essential Need for Black, Indigenous, and People of Color (BIPOC) Serving as Youth Development Professionals

This mixed-methods study used a Critical Race Theory and Positive Youth Development theoretical framework to understand the motivation that led frontline youth development professionals to work in person at Regional Enrichment Centers (REC) at the inception of the Coronavirus pandemic. The RECs, primarily situated in community schools, were operational from March 23, 2020, through September 8, 2020, as a child care facility alternative for the children of essential workers because all schools were closed for in-person instruction. When the City of New York was on pause, the pandemic amplified the racial injustices experienced by low-income and marginalized BIPOC citizens; however, frontline youth development professionals, recast as essential workers, provided an important lifeline to New Yorkers and their children. The core features of the Community School model are: (a) expanded and enriched learning time; (b) active family and community engagement; (c) collaborative leadership practices; and (d) integrated student supports. This study is important because it challenges the stereotypes in education research on afterschool staff as low-skilled workers and recognizes the funds of knowledge they bring into the school community and community schools. As credible messengers and key partners, frontline youth development professionals play an integral role in the emotional development of BIPOC students in low-income, low-resourced, and marginalized school communities. The results of this study amplify their roles as assets for BIPOC children in times of crisis and as key partners in their emotional development