RESEARCH PROJECTS

Latine Families, Play, and Resistance in Times of Fear

This mixed-methods research project examines how immigration-related policies and sociopolitical conditions shape Latine parents’ emotional well-being, parenting, and play-based learning practices with young children. Building on a completed bilingual pilot study with Latine families across the US. This project combines large-scale quantitative surveys with in-depth qualitative interviews to document how families navigate fear while cultivating resilience, safety, and belonging through everyday practices such as play and storytelling. Funded by APA Division 15.

Role of Oral Language in Mathematics Learning: A Study of Bilingual Latine Families and Children

I received the NAEd and Bill and Melinda Gates Foundation EMERG Grant to use a mixed-method approach within a qualitative framework, the project includes an ethnographic study complemented by the Language Environment Analysis (LENA) system. This approach aims to intricately map and analyze the language environments of Latine parent-child pairs. Central to this research is exploring how culturally specific language practices in bilingual Latine households shape their children’s mathematics learning. It investigates the dynamics of bilingual language use and interaction patterns during math-related activities at home.

Families as Co-designers of a Family Math Activity Kit

Drawing on insights from my prior community-based and participatory research with Latine families, I am collaboratively creating a family math activity toolkit grounded in families’ everyday practices, values, and funds of knowledge. Through co-design sessions, family workshops, and iterative prototyping, caregivers and children work alongside the research team to shape math activities, materials, and facilitation guides that are meaningful, accessible, and responsive to family contexts. This toolkit is designed to support joyful, relational math engagement at home while offering educators and community partners adaptable resources that honor families’ expertise and lived experiences.

PUBLISHED WORK

References and Links to Papers

Selected Publications

Beltrán-Grimm, S. (2024). Latina mothers in participatory action research: Insights and reflections of a mathematics co-design session tool. Qualitative Research. Advanced online publication. https://doi.org/10.1177/14687941241246165

Beltrán-Grimm, S. (2023). No solamente ellos aprenden, aprendemos nosotros también: Latina mothers' experiences with co-design approaches in creating a math activity for their children. Journal of Latinos and Education. Advanced online publication. Journal of Latinos and Education, 23(3), 1089–1108. https://doi.org/10.1080/15348431.2023.2252506

Alvarez-Vargas, D., Lopez Perez, J.P., Bermudez, V., Beltrán-Grimm, S., Santana, E., Begolli, K., Bustamante, A. S. (2023). Evidence-based designs for physically active and playful math learning. Theory into Practice, 62(2), 166–180. https://doi.org/10.1080/00405841.2023.2202131

Beltrán-Grimm, S. (2022). Latina mothers’ cultural experiences, beliefs, and attitudes may influence children’s math learning. Early Childhood Education Journal, 1–11. https://doi.org/10.1007/s10643-022-01406-2

Beltrán-Grimm, S., Beckett, C., & Khan, T. (2022). Using the Core of Public Media's Mission to Serve Children and Families from Latine Communities in the U.S. during the COVID-19 Pandemic In Y. Friesem, U. Raman, I. Kanižaj, G. Choi (Eds.), The Routledge handbook on media education futures post-pandemic (pp. 58-82). Routledge. https://doi.org/10.4324/9781003283737

Friesem, Y., Goggin, G., Ellis, K., Lawrence, L., Nagashima, Y,... Beltrán-Grimm, S., & Beckett, C. (2022). Intercultural dialogue: Inclusive Practices. In Y. Friesem, U. Raman, I. Kanižaj, G. Choi (Eds.), The Routledge handbook on media education futures post-pandemic (pp. 83-82). Routledge. https://doi.org/10.4324/9781003283737

Khan, T., Beckett, C., Beltrán-Grimm, S., and Hicks, S. (2022). Community-informed STEM teaching strategies for early childhood educators during COVID. Connected Science Learning 4(4). https://doi.org/10.1080/24758779.2022.12318649

Khan, T. & Beltrán-Grimm, S. (2020). Re-imagining the role of families as equal partners in STEM learning. Connected Science Learning, 2(4). https://doi.org/10.1080/24758779.2020.12318716