“Listen to the Feedback of Students”: First-Generation College Students Voice Inequalities in Schooling Brought on by the COVID-19 Pandemic

Abstract

In March 2020, the higher-education community faced one of its largest disruptions to date with the COVID-19 pandemic forcing campuses to close their doors to thousands of students. The university-wide closures prompted a collaboration between researchers and college administrators to assess the impact of COVID-19 on First-Generation College Students (FGCS). The team surveyed 659 FGCS across five U.S. universities to assess the ways in which the pandemic exacerbated already existing inequalities students faced in their persistence to graduate from college. The team used the social cognitive career theory as a conceptual framework for analysis. Our findings revealed that when respondents compared their life before COVID-19 with their present state, FGCS were less likely to perceive they had enough money to return to college, felt overwhelmed and lonely by added stress, and were more likely to see an increase in family responsibilities.

Coping Strategies and Trauma-Related Distress of College Students During Covid-19

“…Further, identifying students' living situation would be helpful when discussing how residents, or lack thereof, within the household may influence coping strategies and distress. Being aware of sociodemographic factors that might impact coping allows universities to be aware of the unique problems faced by different students that could lead to higher dropout or contribute to barriers that impede students from succeeding in college or graduating ( Davis et al, 2021 ).…”

Longitudinal associations between well-being and academic achievement throughout the COVID-19 pandemic: Testing the moderating role of academic stress among first-generation and continuing college students.

“…Additionally, academic disparities have worsened since the COVID-19 pandemic (Reuge et al, 2021; Soria et al, 2022), disproportionately placing first-generation college students and students from racial and ethnic minoritized backgrounds vulnerable to worsened academic achievement (Lederer et al, 2021). For many first-generation college students and students from racial and ethnic minoritized backgrounds, the disproportionate amount of academic stress combined with COVID-19-related financial stress, increased illnesses and mortality rates in their communities, family obligations and responsibilities, as well as food and housing insecurities negatively affected academic achievement during the pandemic (Davis et al, 2021; Soria et al, 2022) and may have lasting educational effects (Dorn et al, 2020). Academically, the COVID-19 pandemic shut down college campuses, forcing courses and educational supports to become virtual (James & Thériault, 2020).…”