Navigating College after a Disaster: Understanding the Impact and Institutional Support for Community College Students after Hurricane Harvey

Carales, Vincent D.; López, Ruth M.

doi:10.1080/10668926.2021.1881656

Cited by 2 publications

(7 citation statements)

References 29 publications

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“…Several interventions and programming recommendations were provided in the review (Holzweiss et al 2020;Kornbluh et al 2022;Loudd et al 2018;Sholes et al 2023;Tkachuck et al 2018). Students in the literature have discussed the positive impact that receiving institutional support has had on their academic journey (Carales and Lopez 2022). However, a major collaborative effort within the entire institution of higher education is needed for effective academic support.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, tornadoes, floods, and wildfires only made up 9% of the studies reviewed-there was one study on tornadoes (Mok et al 2016), two studies examining wildfires (Kornbluh et al 2022;Ritchie et al 2021), and three focused on floods (Breen and Meyer 2021;Ekuase-Anwansedo et al 2017;Lemieux et al 2020). Finally, three studies focused on a combination of disaster types (Anderson et al 2016;Carales and Lopez 2022;Carlton et al 2022). For example, Anderson et al (2016) examined medical student involvement and psychological impacts following the typhoon and earthquake in Fukushima, Japan, in 2011 finding those who had volunteered experienced higher post-traumatic growth.…”

Section: Quantitative Analysismentioning

confidence: 99%

“…Hurricanes were the second most c monly discussed disaster (30%), with earthquakes as the third most common (24%) the other hand, tornadoes, floods, and wildfires only made up 9% of the studie viewed-there was one study on tornadoes (Mok et al 2016) 2016) examined medical studen volvement and psychological impacts following the typhoon and earthquake in F shima, Japan, in 2011 finding those who had volunteered experienced higher post-t matic growth. In addition, Carales and Lopez (2022) interviewed community college dents who experienced Hurricane Harvey and the subsequent flooding in 2017, and fo that students relied heavily on advisers and institution members to assist with naviga their post-Harvey academics. As compounding and cascading disasters become m common in the future, these studies will serve as the precursor to research regarding lege students facing numerous disasters while in school.…”

Section: Quantitative Analysismentioning

confidence: 99%

“…Several studies in our analysis focused on how various disasters disrupt or shape academic outcomes, shedding light on the intricate interplay between these external forces and students' pursuit of knowledge (Breen and Meyer 2021;Carales and Lopez 2022;Collings et al 2018;Di Pietro 2018;Lagmay and Rodrigo 2022;Sholes et al 2023). Several aspects of a student's academic experience in higher education have been found to be impacted by disasters.…”

Section: Educational and Academic Impactsmentioning

confidence: 99%

“…These institutional-level macro-plans can shape university preparedness for diverse student bodies and geographic locations, and even educational formats such as online courses (Holzweiss et al 2020). Further, institutional support can have a profound effect on the ease of transitioning back to campus following a disaster; thus, programming should be discussed at the institutional level so all students can benefit in crises (Carales and Lopez 2022;Kornbluh et al 2022;Tkachuck et al 2018). For example, Kornbluh et al (2022) stated that higher education institutions impacted by disasters should invest in programs with a specific focus on socio-ecological support.…”

Section: Educational and Academic Impactsmentioning

confidence: 99%

See 4 more Smart Citations

College Students and Environmental Disasters: A Review of the Literature

Breen,

Montes,

et al. 2023

Social Sciences

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College students are a unique population occupying a distinct life-course and transition period between adolescence and adulthood. Although not monolithic in experiences, knowledge, and demographics, this diverse population is particularly susceptible to immediate, short-term, mid-term, and long-term disaster impacts. Recently, disaster research focusing on college students has rightly focused on the ongoing COVID-19 pandemic. Although the pandemic was a public health disaster interrupting social, developmental, and educational processes for students on a global scale, the climate crisis and related environmental disasters continuously threaten college students’ individual development, health, and well-being. Thus, it is critical to understand current knowledge focusing on environmental disasters and college students in order to determine future research needs. This article used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to examine research on college students and disasters over the past ten years (2014–2023). We identified 67 articles, which we analyzed through a mixed methods approach, including descriptive statistics and thematic analysis. Results indicate that disaster impacts on college students are an understudied topic in the social sciences, especially in an era of more-frequent and -intense environmental hazards. Our findings demonstrate a need to engage college students in disaster research worldwide so that trade schools, colleges, and universities can collaborate with policymakers to build this unique and disproportionately impacted population’s capacity to mitigate against, respond to, and recover from environmental hazards in an ever-changing climate.

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