The purpose of this study is to investigate the role of health misinformation and the lack of credible health information as determinants of health disparities affecting the Hispanic population in the United States during public health emergencies. Using the COVID-19 pandemic as a quintessential and relevant exhibit of a public health emergency, a review of literature was conducted to identify the interactions between the accessibility of health misinformation and credible health information in exacerbating pre-existing socio-economic barriers that affect the Hispanic population. The findings of this study were then analyzed to develop solutions for future public health emergencies to ensure that vulnerable communities are provided equally accurate and accessible health information as non-vulnerable communities in order to promote a more effective nationwide public health response. These solutions include providing more educational resources to help vulnerable communities find accurate information online and increasing surveillance of misinformation sources online, especially in the Spanish language.

The education that a student receives in the United States is influenced by an array of factors. One of the main influential factors is the financial resources a school has access to. Additionally, identities such as race, class, and gender all substantially impact the level of education a student has access to. Often students in minority groups, such as Hispanic students, experience additional challenging educational experiences than others. This is due to the intersectionality of their identities impacting their education. Within the Hispanic population, the unique educational experiences of Hispanic females are often disregarded. This paper analyzes the implications of intersectionality on the education of Hispanic females in Arizona. In order to examine this, a qualitative research study involving interviews with Hispanic female college students was done. Interviews consisted of questioning the participants about their K-12 educational experiences in Arizona’s education system, the school factors impacting their education, the familial factors impacting their education, and their college experiences. Key findings show that the educational experiences of Hispanic female students in Arizona are impacted by (a) familial support, (b) the role of Hispanic values/traditional gender roles, (c) a lack of financial resources, (d) an underrepresentation of Hispanic culture, (e) and inadequate college readiness resources. The findings of the study show that the intersectionality of gender and race/ethnicity creates additional disadvantages for the education of Hispanic female students. Furthermore, the results emphasize the need to take intersectionality into account when examining the educational differences that exist in the education system.